Nature journaling in English language teaching: an introduction for practitioners

References

• Aker, M., L. Daniel, and L. J. Pentón Herrera. 2022. “The Promise of Problem-Based Service-Learning and SLIFE: Building the Future in the Classroom Today.” In English and Students with Limited or Interrupted Formal Education: Global Perspectives on Teacher Preparation and Classroom Practices, edited by L. J. Pentón Herrera, 241–259. Springer.
   Google Scholar
• Barrable, A., and D. Booth. 2020. “Increasing Nature Connection in Children: A Mini Review of Interventions.” Frontiers in Psychology 11:492. https://doi.org/10.3389/fpsyg.2020.00492.
   PubMed Web of Science ®Google Scholar
• Brown, L., L. O’Keeffe, and K. Paige. 2017. “The Colour of Velvet: A Transdisciplinary Approach to Connecting Students from a Refugee Background to the Natural World.” Teaching Science 63 (4): 20–32.
   Google Scholar
• Capaldi, C. A., R. L. Dopko, and J. M. Zelenski. 2014. “The Relationship between Nature Connectedness and Happiness: A Meta-Analysis.” Frontiers in Psychology 5:1–15. https://doi.org/10.3389/fpsyg.2014.00976.
   PubMed Web of Science ®Google Scholar
• CASEL (Collaborative for Academic, Social, and Emotional Learning). 2020. “CASEL’s SEL Framework.” https://casel.org/casel-sel-framework-11-2020/.
   Google Scholar
• CASEL (Collaborative for Academic, Social, and Emotional Learning). n.d. “Fundamentals of SEL.” https://casel.org/fundamentals-of-sel/.
   Google Scholar
• Cree, J., and M. Robb. 2021. The Essential Guide to Forest School and Nature Pedagogy. New York: Routledge.
   Google Scholar
• Environmental Responsibility Professional Learning Network. n.d. “Statement of Purpose.” https://my.tesol.org/communities/community-home?CommunityKey=674548d0-61ac-4df0-b682-6dc914a185e7.
   Google Scholar
• Escamilla, I. M., S. Gonzales-Garcia, and A. Alvarez. 2020. “Nature-Based Exploration to Support Language Development and Inquiry with Preschool Dual Language Learners.” In Nature Education with Young Children: Integrating Inquiry and Practice, edited by D. R. Meier and S. Sisk-Hilton, 158–180. 2nd ed. New York: Routledge.
   Google Scholar
• Leslie, C. W., and C. E. Roth. 2000. Keeping a Nature Journal: Discover a Whole New Way of Seeing the World Around You. North Adams, MA: Storey Publishing.
   Google Scholar
• Manookin, K. L. 2018. “The Benefits of Nature-Based Writing for English Language Learners.” Theory and Practice in Language Studies 8 (1): 17–28. https://doi.org/10.17507/tpls.0801.03.
   Google Scholar
• Martin, L., M. P. White, A. Hunt, M. Richardson, S. Pahl, and J. Burt. 2020. “Nature Contact, Nature Connectedness and Associations with Health, Wellbeing and Pro-Environmental Behaviours.” Journal of Environmental Psychology 68:101389. https://doi.org/10.1016/j.jenvp.2020.101389.
   Web of Science ®Google Scholar
• Mueller, H. 2020. “Incorporating Environmental Education into TESOL through Nature Journaling: A Literature Review and Curriculum Recommendations (Publication No. 28157637).” Master’s thesis, Department of Education, Prescott College. ProQuest.
   Google Scholar
• Muir Laws, J. 2017. “Nature Journaling: Get Started and Grow!” In John Muir Laws: Nature Stewardship through Science, Education, and Art. https://johnmuirlaws.com/nature-journaling-starting-growing/.
   Google Scholar
• Muir Laws, J., and E. Breunig. 2010. Opening the World through Nature Journaling: Integrating Art, Science and Language Arts. California Native Plant Society.
   Google Scholar
• Muir Laws, J., E. Breunig, E. Lygren, and C. Lopez. 2012. Opening the World through Nature Journaling: Integrating Art, Science and Language Arts. 2nd ed. California Native Plant Society.
   Google Scholar
• Muir Laws, J., and E. Lygren. 2020. How to Teach Nature Journaling: Curiosity, Wonder, Attention. Berkeley, CA: Heydey Books.
   Google Scholar
• Pentón Herrera, L. J. 2020. “Social-Emotional Learning in TESOL: What, Why, and How.” Journal of English Learner Education 10 (1): 1–16. https://doi.org/10.15294/eej.v10i1.32940.
   Google Scholar
• Pentón Herrera, L. J., and G. Martínez-Alba. 2021. Social-Emotional Learning in the English Language Classroom: Fostering Growth, Self-Care, and Independence. Arlington, VA: TESOL Press.
   Google Scholar
• Pritchard, A., M. Richardson, D. Sheffield, and K. McEwan. 2020. “The Relationship between Nature Connectedness and Eudaimonic Well-Being: A Meta-Analysis.” Journal of Happiness Studies 21 (3): 1145–1167. https://doi.org/10.1007/s10902-019-00118-6.
   Web of Science ®Google Scholar
• Salazar, G., K. Kunkle, and M. C. Monroe. 2020. Practitioner Guide to Assessing Connection to Nature. Washington, DC: North American Association for Environmental Education.
   Google Scholar
• Schwab, E. R. 2019. “Writing Together: Reclaiming Dialogue Journals as a Mutually Humanizing Teaching Practice.” Literacy Research: Theory, Method, and Practice 68 (1): 108–129. https://doi.org/10.1177/2381336919869025.
   Google Scholar
• Stodolska, M., K. Peters, and A. Horolets. 2017. “Immigrants’ Adaptation and Interracial/Interethnic Interactions in Natural Environments.” Leisure Sciences 39 (6): 475–491. https://doi.org/10.1080/01490400.2016.1213676.
   Web of Science ®Google Scholar
• UNESCO. 1978. “The Tbilisi Declaration.” In Essential Readings in Environmental Education, edited by H. B. Hungerford, T. Bluhm, T. Volk, and J. Ramsey, 13–16. Champaign, IL: Stipes Publishing, LLC.
   Google Scholar
• Westervelt, M. 2007. “Schoolyard Inquiry for English Language Learners.” The Science Teacher 74 (3): 47–51.
   Google Scholar
• Yahya, L., and A. Prakash. 2020. “Unlocking Creative Writing through in4d-Indigenous City Nature Journaling: The Indigenous Voice.” Journal of English as a Foreign Language Education 1 (1): 12–24.
   Google Scholar