REFRAMING ENGLISH LANGUAGE LEARNING THROUGH AN ISLAMIC ETHICAL LENS IN CONTEMPORARY CLASSROOMS

Abstract

English's widespread use as an international language has sparked serious questions about ethical and cultural congruence, especially in religious educational settings. English language instruction is frequently seen as culturally neutral in classes with a majority of Muslims, despite the fact that its resources and teaching methods subtly convey moral and ideological principles. The purpose of this paper is to rethink English language instruction from an Islamic ethical perspective, emphasizing ethics as a crucial component rather than an add-on.This study synthesizes current research on character-based pedagogy, Islamic ethics, and English language instruction using a qualitative conceptual research approach.The results imply that incorporating Islamic ethical concepts—such as accountability, intention (niyyah), respect, and moral responsibility—can enhance English language instruction without sacrificing linguistic goals. In modern schools, this reframing enables English instruction to serve as a vehicle for ethical awareness and identity preservation in addition to being a communication tool.By putting out an ethically sound paradigm that balances global language acquisition with Islamic moral principles, the study offers a fresh viewpoint on teaching English.