Language mediates between the self and the external world, allowing an individual to translate her/his thoughts into social action. Firth and Wagner argues that the meaning production is not a brain-to-brain activity, but rather a social and negotiable product of interaction, transcending individual intention and behaviours (1997:763). In addition to being a means for communicating with others, language is a tool for thought too. Language allows a person to interact with society and it is also a prerequisite for the development of consciousness. Language is species specific potential of human beings who make it possible with the help of Language Acquisition Device (LAD) as it is put by Noam Chomsky. It does not mean that language is a set of inborn or innate predispositions only, but a socio-culturally constructed meditational means both for participating in societal roles, and for basic cognition. Nature assumes a pivotal role in any academic parlance of thinking due to the violations that are brought about to peril its pristine glory. It is in such a frantic global scenario academia incorporates ecological concern in any discourse. Any socio-cultural discourse cannot sideline the importance of ecological studies. As the school curriculum is the basis of structuring a political mindset among children, the ecological concern should have its due in the curriculum. The present paper highlights the importance that the ecological concerns got positioned itself in the frame of the present day syllabus of Kerala curriculum. To create an environmental unconscious among the new student generation, it is of great importance that our young generation should be educated in an ecological conscience in blood and spirit and develop a social language to preserve the nature now and in times to come.
Keywords: Ecology, Curriculum, Eco-friendly, Eco-conscious, Sustainable development.
 Assistant professor, Department of English, RCSH Kizhisseri, Mundamparampa, Malappuram, Kerala, India.