The relatively new fields of ecocriticism in literary studies and ecocomposition in rhetoric and composition studies provide a usable foundation for those interested in green(ing) English. Nevertheless, even suggesting that interest in the environment within English studies is a relatively new concern is somewhat misleading. Contemplation of nature has been "a dominant or at least residual concern for literary scholars and intellectual historians ever since these fields came into being." Beyond shifting one's traditional perspectives toward a heightened ecological gaze, however, there are several pedagogical doors that ecocriticism and ecocomposition have opened, some of which the author reviews in this article for their environmentally directed teaching and learning possibilities in English language arts. There are too many approaches and subjects to cover adequately in this space; however, the author briefly explores seven that seem most promising for study of English language arts at the secondary level: (1) ecological literacies; (2) reading green; (3) "nature" writing or environmental literatures; (4) insights from ecocomposition; (5) place-based reading and writing, including indigenous literatures; (6) environmental justice movements; and (7) war as an environmental concern. (Contains 2 notes.)