The Rise of Climate Fiction (Cli-Fi) in ELT: An Indian Perspective

 

The Rise of Climate Fiction (Cli-Fi) in ELT: An Indian Perspective

Climate Fiction (Cli-Fi) is a new, burgeoning genre that focuses on both the human and environmental implications of climate change. Given the growing urgency of environmental threats, Cli-Fi is now enjoying an important niche in English Language Teaching (ELT). The critical reading of literature, language and environmental awareness assumes an even greater radical possibility to transform when situated within the specificities of the Indian climate scenario. Here’s a glimpse of the way Indian Cli-Fi can shape an ELT classroom for linguistic development with environmental awareness.

1.The Effectiveness of Indian Cli-Fi in English Language Teaching

1.1. Relevance to Learners

India is one of the most vulnerable countries to climate change, battling erratic monsoons, increasing sea levels, urban pollution, agrarian crisis, etc. Talking about these themes in a genre—Indian Cli-Fi—that resonates deeply with the students makes the academic practice of learning the language relatable and meaningful.

Cli-Fi ties language learning to real-life contexts and comes with the recognition that climate change has a far-reaching effect on India’s rich ecosystems and communities.” Because of its relevance, students can connect abstract environmental concepts with their own experiences, thus engaging more deeply with the field of study and their language skills.

1.2. Cultural Connection

In Indian fiction, environmental concerns tend to be entwined with socio-economic and cultural realities. Other texts like Amitav Ghosh’s The Hungry Tide and The Elephant and the Cassowary by Vandana Singh draw attention to the unique interplay between India’s natural landscapes and the ones who rely on them. Studying such works in ELT classes roots learners into their cultural heritage while perfecting the use of their language.

In doing so, the cultural power of Indian Cli-Fi offers students an opportunity to engage with compelling themes of community, resilience, and adaptation, while peering into the crucial ways Indian society is navigating the challenges of a changing environment. With this model, an interdisciplinary approach is made possible which empowers the entire teaching-learning process by placing an equal importance both on language and culture whereas the process we follow in traditional ELT simply divides language and culture.

1.3. Holistic Learning

In the Indian context, Cli-Fi also fits in with language acquisition and inter-disciplinarity, bringing in geography, science, and civics. Reading for the agrarian crises shown through literature, for example, can translate into conversation about agricultural policy, sustainable practices, and language and communication in agrarian advocacy.

Students learn to think critically about the causes and effects of climate change by engaging with narratives that underscore India’s environmental issues. They also learn how to speak solutions cultivating an attitude of global sense of duty and responsibility.

2.Theoretical Foundations of Cli-Fi and Their Usage in ELT

2.1. Environmental Narrative as a Pedagogical Tool

Narrative is a powerful mechanism for teaching difficult concepts in a more accessible way. Where does Indian Cli-Fi fit in ELT then? As a genre of literature, Indian Cli-Fi is new to the Indian audience which allows for the introduction of new vocabulary (environmental vocabulary— vocabulary associated with climate change, discourse structures (arguments around climate change issues, the responses to it) from the literature cannot only be used in conversations but also in writing, persuasive language etc. A story about rising sea levels in the Sundarbans, for example, can teach learners to describe cause-effect relationships and to use conditional sentences (“If the sea levels continue to rise, then…”).

Teachers may use these stories within language exercises so students may connect their knowledge with experience. For instance, students may explore how various authors use descriptive language to create urgency or empathy, and practice writing their own narratives.

2.2. Indian Ecological Themes in Representation

Indian Cli-Fi, like issues of water scarcity, deforestation and urban pollution, has long been an organic part of books that engage with the socio-political climate of the country. These topics mirror the realities of millions of people across the nation. Moreover, presenting such issues with ELT helps students to learn language skills such as debate, discussion, report writing while thinking critically about their environment.

For example, selections from Everybody Loves a Good Drought by P. Sainath can teach about water scarcity and allow students to explore the use of persuasive writing. They can teach themselves the structure of an argument, when it’s appropriate to use rhetorical questions and how to use evidence to support a point of view.

2.3. Interdisciplinary Learning

Cli-Fi forbiddingly intersects with disciplines. A unit based on The Hungry Tide can touch on geography (the Sundarbans ecosystem), history (the colonial legacy on Indian agriculture) and civics (climate policies). An interdisciplinary approach can make language more interesting and relevant.

Such integration can assist teachers in creating thematic units that combine commodities within literature with real-world problems. A lesson on urban pollution, for example, might juxtapose excerpts of literary work with news articles and infographics, asking learners to synthesize information from different sources.

2.4. The three Es: emotion, engagement and empathy

Cli-Fi help raise empathy among readers in India by showing the human costs of such ecological destruction. Movies such as Kadvi Hawa tell the story of communities affected by drought or agrarian crisis. Interacting with such stories not only develops your language, but also helps you emotionally, as a learner.

In ELT, this could become reflective writing or group discussions, in which students discuss how they feel about what they’re reading to see how they respond to a character’s struggles. It bolsters language skills and asks students to grapple with the ethics of climate change.

3. Applying Theoretical Concepts in ELT

3.1. Vocabulary Development in Context

Use readings such as The Great Derangement to analyze crucial environmental concepts (ranging from “biodiversity” and “monsoon variability” to “eco-migration”). However, contextualization to Indian scenarios would make these terms more relatable and memorable which is quite a task for any learner.

3.2. Inducing Affective Reasoning through Literature

Have students analyze how the climate change is represented in their work and compare and contrast with how Indian authors associated with this text present climate change through their cast of characters. As another example, have students analyze the narrative strategies used in The Hungry Tide to call attention to the vulnerability of the Sundarbans ecosystem. This helps develop critical thinking yet also enhances comprehension.

3.3. Promoting collaborative learning

Cli-Fi stories can serve as a jumping off point for group projects. Students, for example, could collaborate to produce a presentation around the environmental challenges illustrated in a story, connecting those to real-world data and suggesting remedies.

3.4. Promoting Global-local Perspectives

Texts that address global climate challenges as well as India-specific issues enable the learners to realise the extent to local and global efforts are interconnected. Linking a discussion of deforestation in Churning the Earth with international campaigns for reforestation demonstrates how we’re all implicated in and responsible for climate change.

4.Long-Standing Benefits of Using Indian Cli-Fi

4.1. Awareness and Advocacy

Students develop a more nuanced understanding of India’s climate challenges, fuelling a passion for eco-friendly practices and advocacy for sustainable solutions. For learners, storytelling offers a unique lens through which to connect with urgent issues and are therefore inspired to make a difference! This is how students step out as leaders prepared to do their part — whether through participant-led community clean-up drives this summer break, by making sustainable choices within their homes or by advocating for policy change.

It must be emphasized that ELT with themes of advocacy aims at improving the resources of persuasion. Students, for instance, can also learn to write letters to local officials, deliver speeches about becoming more climate-resilient or run campaigns for awareness, all while honing their language skills as well.

4.2. Empowering Local Narratives

Through Indian Cli-Fi they will connect to their roots, gain understanding of how stories can be powerful tools against global problems. Tales from an Indian context provide the chance for under-represented voices, who have been impacted or how other communities are reacting to climate change. This reinforces students’ sense of self and pride in local stories.

Which in the classroom can translate to activities that invite students to tell their own stories or that ask them to document the experiences of their communities. But the art of descriptive writing or oral storytelling promotes both language skills and an awareness of how powerful narrative can be as a tool for change.

4.3. Building Global Perspectives

Indian Cli-Fi teaches students about local issues, and how they link to issues around the globe, and helps them engage as global citizenry. Issues like deforestation, rising sea levels and urban pollution are hardly unique to India; they’re shared in the global climate fight. Exploring these interrelated issues allows learners to understand the connective dependencies of what it takes to change climate futures.”

Comparative studies also advance this global context by having students read Indian narratives in tandem with those in the world. Such comparisons can illuminate differences, too, broadening their understanding of how climate dynamics manifest across cultures. By engaging with these big ideas — and discussing global solutions and collective action — learners also develop their ability to articulate their thinking in English.

5. Conclusion

Thus, we present ideas to use narratives from Indian climate fiction in ELT to promote both language learning and ecological awareness. Learning  that revolves around local and relatable stories helps foster learners to have a deeper understanding of their immediate context which encourages them to critically evaluate the world around them and to take responsible action. Through Cli-Fi, educators may mobilise a generation to imagine — and strive for — a sustainable future for India and the world.