| Summary: | 碩士 === 國立東華大學 === 英美語文學系 === 103 === This article examines how grade five EFL students both read the world to explore the deeper meaning of the text and read the word to successfully reinforce their English learning in the elementary context. Namely, this study is an interdisciplinary curriculum which integrates critical literacy, English learning and environmental education. The research is based on a case-study carried out using a teacher-as-researcher qualitative approach in an elementary school in Taiwan. The data collection includes reading response sheets, the documentation collected from students, class observation, interviewing and the teacher’s reflective journal. The findings of this research suggest that this critical literacy curriculum incorporating relevant environmental issues successfully guided learners to uncover hidden messages, adopt multiple perspectives, relate to the real world and take actions to promote a more environmentally just society. Students also increased their English abilities in terms of word recognition and demonstrated independent and creative writing through this purposeful, meaningful, and life experience related reading and writing practice. The authentic picture books based on environmental issues increased their knowledge of the environment and raised their awareness of environmental damage.
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