Drawing upon their combined centuries of experience in English Language Teaching (ELT) and creative writing, the authors unite in their belief in the power of words to shape a better world. Each member of the Worlds into Words Creative Writing Group or the C Group—founded by Alan Maley—brings their own perspective to this shared mission:

Meng Huat Chau (chaumenghuat@yahoo.co.uk) – [e.g., promoting linguistically and ecologically equitable language education]

George M. Jacobs (george.jacobs@gmail.com) – [e.g., advocating for cooperative learning and sustainability in language education]

Alan Maley (yelamoo@yahoo.co.uk) – [e.g., pioneering creative language teaching and authoring transformative ELT resources]

Dat Bao (dat.bao@monash.edu) – [e.g., championing the role of silence and agency in language learning]

Charlie Hadfield (crhadfield@me.com) – [e.g., spearheading innovative teaching materials]

Together, they celebrate writing as a means of connection, reflection and transformation.

 

Introduction

As educators, we have the unique opportunity to shape not only young minds but also young hearts—instilling values that extend beyond the classroom and beyond the school years. One such value is ecojustice, an integrative approach that combines social justice, environmental justice and species justice (Chau, 2021):

• Social justice focuses on fairness, equity and peaceful coexistence among people;

• Environmental justice prioritizes vulnerable populations and emphasizes access to clean air, water and land for all living beings; and

• Species justice calls for respect and ethical treatment of nonhuman animals as part of our shared ecosystem.

These three dimensions highlight the interdependence of human, environmental and animal wellbeing. By introducing ecojustice in the classroom, we encourage students to reflect on how human actions shape society and ecology—and inspire them to envision a more inclusive, sustainable future.

 

Why creative texts?

Literature has the power to evoke empathy, critical thinking and action (Fischer, 2017; Junker & Jacquemin, 2017; Maley, 2012). Ecojustice-themed poems, stories and haikus can serve as springboards for meaningful discussions and projects. Below are three creative texts with suggestions of ready-to-use classroom activities.

 

Creative text 1

A Poem for the Voiceless

Meng Huat Chau and DeepSeek
 

Beneath the sun, beneath the sky,
the earth once thrived, a shared ally.
But human hands, with greed and might,
have cast a shadow, dimmed the light.
For in our quest to rule, to own,
we’ve turned to stone what once was bone.

The fields that bore the oxen’s plow,
the sweat, the toil, the broken vow—
they worked for us, they gave their all,
yet we repaid with chains and thrall.
Their backs grew weak, their spirits thin,
as we turned a blind eye to suffering within.

In cages small, in concrete walls,
the circus beasts, the zoo’s sad calls.
The tiger’s roar, the elephant’s cry,
their freedom lost, their wings denied.
For human laughter, human cheer,
they paid the price, year after year.

And in the dark, where no eyes see,
the factories hum with misery.
Cows and pigs and chickens bear,
their lives reduced to sheer despair.
No sun, no grass, no sky above,
just endless pain, just lack of love -
for life they cling, though hope is gone,
while we feast on, and carry on.

In labs they lie, in silence bound,
their suffering masked, their cries unbound.
Needles and knives, the cold, the fear,
all for progress, all for a cure.
But who are we to trade their pain,
to play as gods, to break the chain?

The forests fall, the oceans bleed,
the wild ones lost to human greed.
The tiger’s pelt, the rhino’s horn,
the elephant’s tusk, the world forlorn.
Their homes destroyed, their voices stilled,
their futures robbed, fates unfulfilled.

Yet in the dark, a spark remains,
a call for justice, a break in chains.
For some now see, some now fight,
to turn these wrongs, to seek the light.
Plant-based dreams, and kinder ways,
a future built on compassion’s rays.

Oh, hear the cry, the wild’s lament,
the plea for peace, the time well spent.
For we are one, beneath the sun,
our fates entwined, our work undone.
To heal the earth, to mend the pain,
to give the voiceless life again.

Let us rise, let us see,
the bond we share, the unity.
For every creature, great and small,
deserves a chance, deserves it all.
A world where kindness leads the way,
where humans and animals no longer pay.

So let us stand, let us fight,
for justice, for love, for what is right.
For in their eyes, the truth is clear—
we are the stewards, the ones held dear.
To heal, to love, to coexist,
On this future we must insist.

 

Activity ideas:

1. Close Reading and Analysis

1. Read the following stanza aloud twice (once by teacher, once by students): 

 

In cages small, in concrete walls,
the circus beasts, the zoo’s sad calls.
The tiger’s roar, the elephant’s cry,
their freedom lost, their wings denied.
For human laughter, human cheer,
they paid the price, year after year.

 

b. Annotate the text together: Circle powerful verbs (e.g., "roar," "cry," "denied").

1. Underline emotive phrases (e.g., "sad calls," "freedom lost").

2. Highlight repetition (e.g., "year after year").

  c. Discussion: 

1. What does "wings denied" suggest even for animals that don’t fly?

2. The phrase ‘paid the price’ is a metaphor. What did the animals ‘pay’? What did humans ‘gain’? Is this a fair trade?

 

2. Perspective-Taking: "Through Their Eyes"

1. Write a diary entry from the perspective of the tiger or elephant. Use sensory details:

   • What do you see, hear and feel in your cage?

   • What do you remember about your life before?

2. Discuss how captivity might affect an animal’s mental health. Compare to human experiences (e.g., isolation during the lockdown).

Example Starter:

"Day 33: The same concrete, the same smells—rotting food and sweat. I hear children laughing, but I can’t see the sky anymore..."

3. Debate and Critical Thinking: “Zoos: Protection or Prison?”

1. Divide the class into two sides:

   • Side A: Zoos protect endangered species and educate humans.

   • Side B: Zoos exploit animals for entertainment.

2. Preparation: Research real-world examples (e.g., elephants in Thai tourism vs. sanctuaries).

3. Extension: Have students design a ‘Humane Zoo’ blueprint with ethical enclosures.

 

1. Creative Response: Rewrite the Ending

2. Task: Reimagine the stanza with a hopeful twist (e.g., animals released to sanctuaries). Use the same poetic structure.

3. Example:

In fields so wide, ‘neath sunlit trees,
the rescued beasts now roam at ease.
The tiger leaps, the elephant plays,
their freedom won—our debt repaid.

 

5. Real-World Connection: From Poem to Action

1. Research: Compare circus bans worldwide (e.g., Bolivia’s law vs. your country’s policies).

2. Action Plan: Brainstorm ways to advocate (e.g., write to local zoos, create awareness posters).

 

Creative text 2

Haikus for Ecojustice

Alan Maley
 

the lark ascending?

I haven’t seen larks for years:

the skies, a desert …

a river of sludge,

treacling slow under the bridge -

no fish swim here now …

 

the dark shapes looming

in the polluted river -

are they phantom fish?

 

the birds' dawn chorus

now reduced to a solo

performance - if that ...

 

war, earthquakes, disease –

what is the world coming to?

Is this how it ends?

under the old bridge

raw sewage flows unnoticed -

except by the fish ...

we are overdrawn

in the Environment Bank,

bankrupted by greed.

the clock is ticking:

it’s ten seconds to midnight –

we're all still asleep …

confined to their rooms,

first by Covid, then by heat –

the old die - slowly …

how to navigate

between need, want, naked greed -

that’s why we have wars.

an ominous sky:

nobody knows what’s coming –

nobody wants to look …

no orchids this year,

last year there were just a few –

I start to think back

to the days of my childhood

when the fields were full of them …

the climate crisis:

panic-stricken ostriches

hide heads in the sand …

 

Activity ideas

1. Focus on this haiku and answer the questions that follow:

the lark ascending?

I haven’t seen larks for years:

the skies, a desert …

 

a. What bird is the poet referring to? Why haven’t they seen it in years?

b. What does "the skies, a desert" suggest about the environment? How does this metaphor make you feel?

c. Why might larks disappear? Connect this to real-world causes (e.g., habitat destruction, climate change).

d. Have you ever noticed something missing from nature that used to be common? How did that make you feel?

2. Focus on this next haiku and answer the questions that follow:

 

a river of sludge,

treacling slow under the bridge -

no fish swim here now …

 

1. Describe what the river looks like. What’s missing from it now?

2. Why does the poet use the word "treacling" (like treacle/molasses)? How does this word choice affect the mood?

3. Who or what might be responsible for the condition of the river? What could reverse this damage?

4. If you could speak to the river, what would you say? What apology or promise would you make?

3. Haiku Workshop:

a. Teach the 5-7-5 syllable structure and invite students to write their own ecojustice haikus. Also, students can opt to write haikus on other topics.

 

b. Create a pairing haiku based on the haikus available. Here is one example in response to the first haiku on the lark:

 

Sunlight through the leaves

the lark returns, one clear note

stitching sky to earth

 

This might be called a ‘Hope Haiku’ to pair with the first relatively somber one. Balance despair with action!

 

c. Compile all haikus into a class anthology or display them on a ‘Poetry Wall’ with peer feedback.

 

4. Research and Presentation:

a. Assign small groups to investigate one environmental issue from the haikus (e.g., pollution, deforestation).

b. Have them present findings in a poster, infographic or short video.

 

5. Nature Journaling:

a. Take students outside to observe local ecosystems.

b. Have them write haikus or short reflections on what they see—and what’s missing due to human impact.

c. Students can also be encouraged to ask or interview seniors whom they know about any changes they have witnessed compared to when they were children

 

Creative text 3

We Blame Animals

Dat Bao

We blame racoons for rummaging through trash, a midnight foraging spree,

But it's our careless waste that prompts their nightly whoopee.

We blame wolves for roaming and scaring residents by the wood,
Yet we neglect how humans are building fences and occupying lands, pushing boundaries far and wide.

We blame deer for wandering unwanted on the road, startling drivers 

Yet we disregard how humans are clearing forests, leaving creatures homeless.

We blame birds for nesting where our gardens once stood grand,
Yet we forget how humans are littering their habitats and cutting down their trees.

In the name of progress, we’ve done all these

while having the cheek to claim we coexist in harmony with nature.

It’s about time we shifted our gaze and adjust the lens through which we view

After all the ills we point at animals for, it’s the humans who steal!

 

Activity ideas

1. Class discussion: 

1. The poet says humans ‘steal’. What are we stealing from animals? Use evidence from the text to support your answer.

2. Reflection: Students are encouraged to think about whether they or anyone they know ever feels they are unfairly blamed.

3. Perspective-Taking: "Animals on Trial"

a. Role Play: Put an animal (e.g., raccoon, wolf) ‘on trial’ for ‘crimes’ in the poem. Assign roles:

• Prosecutor: Argues why the animal is a ‘nuisance’.

• Defense Lawyer: Uses the poem’s logic to defend the animal.

• Jury: Decides—is the animal guilty or are humans responsible?

b. Reflection: How does it feel to speak for an animal that can’t speak for themselves?

3. Creative Response: "Rewrite the Headlines"

1. Task: Find real news headlines about ‘problem animals’ (e.g., "Deer Cause Car Accidents!"). Rewrite them to reflect the poem’s message:

   • Original: "Raccoons Raid Trash Bins!" → Revised: "Humans Fail to Secure Waste, Forcing Raccoons to Adapt."

2. Art Option: Turn the rewritten headlines into mock newspaper posters.

4. Debate and Critical Thinking

a. Motion: "Humans, not fellow animals, are responsible for environmental harm."

b. Assign teams to argue for/against, using real-world examples.

 

5. Community Awareness Campaign:

Students design posters or social media posts urging responsibility towards wildlife (e.g., "Don’t Blame, Change!").

 

Further considerations: Strategies for creating inclusive ecojustice lessons

In order to enact equity and promote engagement in the classroom, we could further consider the following:  

1. With those conventionally labelled as ‘ESL/EFL language learners’:

• Scaffolded Writing: Provide sentence stems for poems/debates (e.g., "I am the forest, and I feel ______ because ______.").

• Visual Vocabulary: Pre-teach key terms (e.g., "exploitation", "biodiversity") with images or word walls.

• Bilingual/Multilingual Pairs: Suggest that students are free to discuss ideas in their home language before writing in English.

Example: After reading "We Blame Animals", have students match nonhuman animal photos to simplified captions (e.g., "Raccoon + trash = human fault").

2. With neurodiverse students (e.g., ADHD, Autism):

• Sensory-Friendly Texts: Offer audio versions of poems or let students illustrate responses instead of writing.

• Structured Choices: Use a menu format for tasks (e.g., "Pick ONE: write a haiku, design a poster or record a 60-second podcast").

• Clear Routines: Break debates into timed steps (1. Research → 2. Prepare notes → 3. Speak → 4. Reflect).

Example: For the haiku activity, provide a template with numbered syllables:

Copy

5: ______ ______ ______ ______ ______  

7: ______ ______ ______ ______ ______ ______ ______  

5: ______ ______ ______ ______ ______  

 

3. With those considered as ‘advanced learners’:

• Ethical Dilemmas: Pose deeper questions (e.g., "Can ecojustice ever conflict with human progress? Debate with examples.").

• Real-World Audiences: Have students email their poems to local NGOs or policymakers (e.g., a wildlife sanctuary).

• Student-Led Inquiry: Ask students if they might like to research an ecojustice hero (e.g., Wangarĩ Maathai) and present findings creatively.

4. With relatively ‘struggling writers’:

• Collaborative Writing: Pair students to co-author a poem (one dictates, one writes).

• Graphic Organizers: Use a "5 Senses Chart" to describe a nonhuman animal’s habitat before writing.

• Speech-to-Text Tools: Apps like Google Docs Voice Typing can bypass handwriting barriers.

By the end of a lesson or a series of interrelated lessons, ask all students to complete an ‘exit ticket’ as follows:

🌱 *One thing I learned about MYSELF through ecojustice is _______.
🌍 *One thing I learned about OTHERS is _______.
✊ One action I’ll take is _______.

 

Conclusion: From awareness to action

Ecojustice isn’t just a lesson - it’s a mindset. By integrating creative texts and reflective activities, we empower students to:

1. Think critically about human impact;

2. Act compassionately towards all living beings; and

3. Advocate for change in their communities.

Let’s nurture a generation that doesn’t just learn about justice but lives it—for people, fellow animals and the planet.

 

Further resources

Chau, M. H., Maley, A., & Bao, D. (Eds). Writing for ecojustice. Worlds into Words.

This collection contains many creative texts on ecojustice, three of which were shared and presented in this article.

Graham, C. (2022). 50 ways to be a greener teacher.  Wayzgoose Press.

Abstract from the website:

The connection between English Language Teaching and the climate crisis, in terms of both our negative impacts and the opportunities for climate change education we have, has been receiving increasing attention across our community in recent years. This book guides and supports ESL/EFL teachers who wish to ‘green’ their teaching practices. You'll find ideas to both adapt your coursebooks lightly and to create your own lessons and projects around the climate crisis.

The book goes further than that, however, as it also includes ideas to help you to be part of the process of greening your school, college, or university, and to encourage your learners to be part of that process too. In short, it will help you to be a greener teacher in a greener school.

Martusewicz, R. A., Edmundson, J., & Lupinacci, J. (2014). Ecojustice education: Toward diverse, democratic, and sustainable communities. Routledge. 

Abstract from the website:

EcoJustice Education offers a powerful model for cultural ecological analysis and a pedagogy of responsibility, providing teachers and teacher educators with the information and classroom practices they need to help develop citizens who are prepared to support and achieve diverse, democratic, and sustainable societies in an increasingly globalized world. Readers are asked to consider curricular strategies to bring these issues to life in their own classrooms across disciplines. Designed for introductory educational foundations and multicultural education courses, the text is written in a narrative, conversational style grounded in place and experience, but also pushes students to examine the larger ideological, social, historical, and political contexts of the crises humans and the planet we inhabit are facing.

Pedagogical features in each chapter include a Conceptual Toolbox, activities accompanying the theoretical content, examples of lessons and teacher reflections, and suggested readings, films, and links. The Second Edition features a new chapter on Anthropocentrism; new material on Heterosexism; updated statistics and examples throughout; new and updated Companion Website content.

UNESCO resources on sustainability: https://webarchive.unesco.org/20220315121940/https://en.unesco.org/themes/education/sdgs/material

Waters, H. (2024). Activities for a greener mindset.  Delta Pubs.

Abstract from the website:

Activities for a Greener Mindset sets out to empower language teachers to bring green issues to the centre of their teaching. This book is a guide for language teachers looking to integrate and explore environmental concerns in all areas of their planning, teaching - and lives. The classroom is perfect for building a positive mindset, fostering change, and helping learners to become changemakers for the future. Linked closely to the Sustainable Development Goals, the content is compatible with curricula around the world and is based on the ultimate shared aim: protecting and nurturing our planet.

WWF resources on sustainability: 

https://www.wwf.org.uk/get-involved/schools/resources

 

Note

We acknowledge the use of DeepSeek to elaborate on the ideas and identify improvements in the writing style of the poem.

 

References

Chau, M. H. (2021, September). Ecojustice: An agenda for applied linguists’ actions. Plenary given at the Malaysian Association of Applied Linguistics International Conference (MALLIC) 2021, Malaysia.

Fischer, M. (2017). Literature and empathy. Philosophy and Literature, 41(2), 431-464.

Junker, C. R., & Jacquemin, S. J. (2017). How does literature affect empathy in students?. College Teaching, 65(2), 79-87.

Maley, A. (2012). Literature in language teaching. In L. Alsagoff, S.L. McKay, G. Hu, & W.A.  Renandya (Eds), Principles and practices for teaching English as an international language (pp. 299-317). Routledge.

 

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