This exploratory paper intends to spark conversation and further investigation into the relational/ecological possibilities of English. English has ecological, colonial, and relational troubles baked into both its structure and usage--issues rarely addressed in environmental education. However, these problematics might be mitigated with playful linguistic adjustments and careful assessments of embedded cultural assumptions. The paper illustrates a number of ways English can move toward greater relationality. Broadly speaking, we work through these potential relational shifts in English at two main levels and five sub-categories: 1) Structure: punctuation, word choice, and grammar, and 2) Usage: form and content. In the end, we suggest that at all levels, micro to macro, the English language can be employed in ways that are more or less relational and ecological. English speakers can make thoughtful and creative decisions about the words used, the grammar employed, and the punctuation engaged. Speakers can also critically examine the cultural assumptions that undergird the "common sense" ways English is used throughout society. Practices for engaging students in these tasks are suggested.