By The present research aims at conducting a theoretical analysis of the fundamental concepts proposed by biosemiotics, while highlighting the ways in which an accurate understanding of these ideas may benefit educators and their students as members who partake in the communicative academic community. Thus, by acquiring ecolinguistic and biosemiotic skills designed for perceiving and understanding the world ecologically, learners may become adept at decoding complex meaning-making systems by co-participating in a sustainable and ecosystemic culture. At the crossroads between ecolinguistics and ecosemiotic methodologies, ecological thinking has recently been widened from the natural and life sciences towards the humanities with a view to developing a more encompassing “ecology of mind”. Thus, the paper inquires into the relevance of developing a holistic communicative framework, based on meeting points between humanistic sciences, life sciences, and biosemiotics, which reinforces sustainable educational practices. The prevailing lines of research coming into junction from these intersecting fields underlying our study highlight systems thinking and other holistic aspects of communication extended far beyond the formal aspects of classical linguistic structuralism. Therefore, we propose that updated language learning practices and other processes pertaining to language interaction be supported by meaningful exchange and a genuine sense of shared meaning.

ecological education, foreign languages, ESP for the Life Sciences, communication

environmental engineering

Presentation: poster