All Journals

Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

Marketing and Branding Research

Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

The present study explored the representation of themes related to the United Nations&rsquo; Sustainable Development Goal 13 (SDG 13: Climate Action) in a series of global English language teaching (ELT) textbooks. To this end, sustainability narratives in these coursebook series were analyzed, along with how language teachers interpret and adapt them. Data were collected through content analysis of the coursebooks, semi-structured interviews with ten Iranian English as a foreign language (EFL) teachers, and narrative inquiry forms. The findings reveal an uneven and fragmented treatment of environmental sustainability across the coursebooks. While World English and, to a lesser extent, Ready For B2 include episodic counter-narratives of care and resilience, American English File predominantly foregrounds consumerist discourses, and Evolve largely overlooks ecological themes despite offering strong pedagogical affordances. Teachers frequently attempted to mediate these gaps by re-storying tasks and introducing sustainability-related discussions. However, their efforts were constrained by curricular demands, exam-oriented instruction, and institutional expectations. The study demonstrates that sustainability in ELT remains peripheral rather than systematically integrated. The findings highlight the need for coursebook developers, policymakers, and teacher education programs to embed sustainability structurally within ELT materials and practices, thereby supporting the development of climate literacy beyond individual teacher practices.

ltrq.2025.53.07.pdf

Original Research 

ltrq.2025.53.07  .xml

Aligning ELT with the United Nations’ Sustainable Development Goals: An Ecolinguistic Analysis of Coursebooks and Teacher Practices

This study employs Gadamer&rsquo;s fusion of horizons framework to explore the transformative role of professional development (PD) workshops in shaping the professional identity and practices of young learners&rsquo; English language teachers. Using a qualitative phenomenological design, data were collected through semi-structured interviews with seven teachers. The findings reveal four key themes: Personal Transformation, Changes in Teaching Practices, Evolving Professional Identity, and the Impact of Professional Development. These results highlight the critical importance of reflective practices in PD programs by enabling teachers to critically examine their beliefs, values, and instructional methods. By fostering greater self-awareness and role clarity, such programs not only enhance pedagogical skills but also contribute to the development of a strong professional identity. The implications highlight the need for tailored PD initiatives that support teachers in navigating the complexities of teaching young learners while encouraging their continuous growth and professional evolution.

lter.2025.02.02.pdf

lter.2025.02.02.xml

Hermeneutic Encounters: English Teachers’ Professional Growth and Identity Formation in Light of Gadamer’s Fusion of Horizons