Abstract
The effects of global warming and climate change are well known to human activities. The classroom's climatic conditions in which teachers work have a significant impact on their cognition and practices in second language education. The decisions about content, curriculum and pedagogy are made based on their pedagogical content knowledge (PCK) enhanced by the teaching experiences gained in classroom practices. The purpose of this study is to explore experienced teachers' cognition on adverse classroom climatic conditions which influence their decision making for teaching practices. The primary goal is to enhance ESL teachers' PCK base in deciding appropriate content, curriculum and pedagogical Strategies under specific climatic condition. Interpretative Phenomenological Analysis (IPA) is used to analyse the lived experience of three experienced EL teachers in secondary schools located in coastal areas of Sabah, Malaysia. Data collection methods and sources included field notes, interviews and document analysis. The findings revealed that thermal comfort and mental efficiency are the vital factors besides other classroom milieu that need to he considered when deciding appropriate content and pedagogical strategies for a specific lesson. Furthermore, the findings suggested three aspects of PCK; the knowledge of students' affective needs, conceptions of content and curriculum, and knowledge of instructions and appropriate teaching strategies; are also influenced by the climatic conditions surrounding the classroom.