CULTIVATING FAITH-BASED VALUES THROUGH ENGLISH LANGUAGE LEARNING IN ISLAMIC SCHOOLS

Abstract

In the backdrop of globalization and the growing significance of English as an international language, the incorporation of religious principles into academic disciplines has grown to be a major concern in Islamic education. In Islamic institutions, English Language Learning (ELL) is frequently seen as culturally disconnected from Islamic teachings or even value-neutral. However, when carefully planned, ELL can be a useful tool for fostering religious principles while also improving kids' language proficiency. In order to support holistic education that incorporates cognitive, moral, and spiritual components, this study investigates how English language instruction in Islamic schools might be in line with Islamic beliefs. This study examines curriculum practices, instructional tactics, learning resources, and classroom relationships in a subset of Islamic secondary schools using a qualitative descriptive research design. Semi-structured interviews with English teachers, classroom observations, and document analysis of curricula and instructional materials were used to gather data. The results show that theme content, teacher modeling, contextualized language use, and reflective learning activities all foster faith-based values. Incorporating Islamic beliefs into ELL improves students' motivation, identity formation, and meaningful language use in addition to their moral growth. The study comes to the conclusion that teaching English in Islamic schools should be seen as a chance to uphold religious principles in a globalized setting rather than as a threat to religious identity. For curriculum designers, educators, and legislators looking to strike a balance between religious principles and global competencies in Islamic education, the findings have pedagogical significance.