Smog and Individual Responsibility: A Transitivity Analysis of ‘Environmental Education’ in PCTB English 7

Abstract

This study aims to analyze the language of the ‘environmental education’ concerning the issue of smog in the PCTB Grade 7 English textbook and argues that a sense of individual responsibility can be imparted at an early age through educational texts. Halliday’s systematic functional grammar (SFG), particularly the transitivity system, as the analytical lens reveals that the first section of the text provides comprehensive information about the issue. While the second section heavily emphasizes human safety from harmful environmental forces and suggests practical measures, as evidenced by the frequent use of relational and material clauses. However, the essential message regarding individual responsibility and the negative impact of human activities on the environment is omitted. Hence, the text perpetuates an anthropocentric narrative, entirely focusing on and prioritizing personal safety over environmental protection. The study concludes that educational texts must address the issue of smog from all aspects to raise eco-sensitive and responsible individuals. Future investigation can analyze environmental discourse in Pakistani textbooks of various academic levels.