Responding to a gap in postmethod pedagogy in English-language teaching, this study details the implementation of a pedagogy of plausibility (PofP), a place-based ecopedagogy that privileges local knowledge and language practices. A PofP is informed by four pedagogic pillars: (a) teaching with particularity, (b) teaching with practicality, (c) teaching with possibility, and (d) teaching with connection. From these emerge 10 macrostrategies to help guide principled, pragmatic curricular choices. A PofP utilizes content-based learning projects (CBLPs) to operationalize content and language learning. This project examined how 27 students from Utah Valley University's (UVU's) Department of English Language Learning experienced the transformative learning opportunities afforded by a PofP, as well as the curricular convergence achieved through a learning experience at UVU's Capitol Reef Field Station in Capitol Reef National Park. Grounded in methodological commitments to critical pedagogy and critical feminist research, this study used an ecolinguistic approach to critical discourse analysis to examine data from archived student texts collected from Spring 2015 to Fall 2016, including autobiographical sketches, individual and focus-group interview responses, survey responses, nature-journal entries, essays, and teacher/researcher field notes. Findings of the study suggest that students' semester experience of PofP was one of "feeling" and "emotion" in relation to learning-in-the-world activities. These experiences contributed to developing an ecoethical consciousness through deeper learning about place. The study findings portray students feeling their way through challenging emotional learning opportunities with implications for student identity. CBLPs encouraged students to reimagine their roles to engage with the world as potent social actors. Furthermore, the data intimate that providing opportunities (through strategic assignments, materials, and interviewing techniques) for students to disrupt, challenge, and remake unsustainable ways of being through project work provides a large measure of the emotional "stickiness" that underpins a PofP. In sum, findings confirm that our cognitive processes for both language and content learning are deeply embedded in our social and spatial worlds. By involving students, this study makes valuable contributions to English-language teaching and holds important implications for how transformative postmethod pedagogies are theorized and practiced. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]