Exploring the Impact of Environmental Education inEnglish Language Teaching: An Interpretative Analysisof Higher Secondary Students’ Writing in Bangladesh

Grounded in the theoretical foundations of Content and Language Integrated Learning (CLIL) and Ecolinguistics, this study investigates whether incorporating environmental education (EE) into the English syllabus at the Higher Secondary level can foster students' awareness of their responsibilities towards the earth while simultaneously enhancing their English writing skills. The research employed a mixed-methods approach. The participants contributed to the data collection sessions by writing paragraphs and a report, as well as compiling results from the Focus Group Discussion (FGD). The findings indicate that learners made significant progress in their English writing skills, particularly in understanding content, producing grammatically correct and pragmatically comprehensible texts, and developing awareness of environmental responsibility and its importance.