| dc.description.abstract | Multidisciplinary and multisectoral interventions are necessary for the
management of chronic conditions such as HIV/AIDS. One such intervention
is the promotion of socially responsible teaching. Anchored within an eclectic
theoretical framework involving traditional environmental knowledge, the
Sapir-Whorf Hypothesis, and Vygotsky’s theory of thought, language and
culture, this paper analyses the link between Abagusii traditional environmental
knowledge and management of HIV/AIDS. Seven groups of people living with
HIV/AIDS were engaged in focus group discussions on the management of
HIV/AIDS treatment adherence through sustainable production and use of
natural products. The paper reveals that the Abagusii have rich ecological
knowledge on the production and use of natural products, which could improve
treatment outcomes of people living with HIV/AIDS. This ecological
knowledge can be harnessed, documented and ploughed into ELT materials for
English Language Teaching. A three-tier ELT framework comprising classroom
activities, integrated tasks and practical actions could be adopted for teaching integrated English in interesting ways while at the same time restoring the environment, food sufficiency and health. | en_US |
