LINGUODIDACTIC FOUNDATIONS OF INTEGRATING COMMUNICATIVE LANGUAGE TEACHING AND ENVIRONMENTAL EDUCATION IN EFL CLASSROOMS

This article examines the linguodidactic foundations of integrating Communicative Language Teaching (CLT) and environmental education in university English as a Foreign Language (EFL) classrooms. The study employs theoretical analysis, comparison, synthesis, and methodological modelling rather than experimental investigation. It clarifies how environmental topics can provide meaningful contexts for developing communicative competence and proposes a five-stage instructional model: environmental contextualization, linguistic preparation, communicative interaction, collaborative problem-solving, and reflective assessment. Discussion, debate, role-play, and information-gap tasks are analysed in relation to specific language functions. The proposed model aligns environmental content with linguistic objectives while assessing communication and environmental understanding separately. The article offers practical guidance for designing interdisciplinary EFL lessons and identifies questions for future empirical validation.