Development of students' spirituality and morality through allegoric tales when teaching English as a foreign language

Kalugina, Olga A.; Saienko, Nataliia V.; Novikova, Yevgeniya B.; Alipichev, Aleksei Yu.

doi:10.18844/prosoc.v6i1.4178

Cited by 2 publications

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“…In line with other teachers, M4 also agrees that the genre of texts taught in schools can adapt to the background of prophetic life and scholars. This is supported by previous research on the use of allegoric tales to develop students" spirituality and morality suggesting that these tales aid in the pedagogical correction of young people's social behavior, serve as role models, encourage healthy interpersonal interactions and social skills, lessen stress, and impart dispute resolution lessons (Kalugina et al, 2019). In addition, M4 emphasized the need to appreciate the prayers and Islamic greetings that are performed every time learning activities are carried out.…”

Section: Models Of Integrating Of Spiritual Values Into Learningmentioning

confidence: 59%

Exploring Teachers’ Conceptions of Spirituality and Their Perceptions About Its Integration Into Efl Classrooms in Pesantren-Based Madrasas

Rahman¹

2023

eltsa

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This study aims to describe madrasa English teachers? conceptions of spirituality and their perceptions on its integration into classroom at one of Islamic boarding schools in Lombok, West Nusa Tenggara. This study involved four teachers from each of the four educational units, Junior high school (male and female) and Senior high school (male and female). Data were obtained through semi-structured interviews with the four teachers and through the analysis of teaching documents. The findings orchestrate that spirituality, as conceptualized by these teachers, is centered upon divinity thus establishing a transcendental bond in which God?s role is related to all matters including their personal being and becoming as well as their connectedness with other humans and nature. This is seemingly in contrary with contemporary western account that narrows down the role of religiousity on spirituality. Additionally, through thematic analysis, four major themes related to their perceptions of integrating sprituality into classroom were obtained, namely the important role of spirituality in English language teaching, the potential for integration into learning, challenges in integrating and the integration models. All teachers considered that Islamic spirituality plays a central role, especially in learning and teaching activities, and can be integrated through classroom instructional activities and teaching materials such as greeting and praying, using Islamic nuanced media, and teaching texts with the theme of Islamic figures. This is supported by the core competence elements contained in the learning syllabus about the practice of religious teachings. However, the teachers also revealed the various challenges in carrying out the integration in question, including students' comprehension, difficulty in exemplifying the connection between spiritual values and existing teaching materials, and teacher qualifications.

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Section: Models Of Integrating Of Spiritual Values Into Learningmentioning

confidence: 59%

Exploring Teachers’ Conceptions of Spirituality and Their Perceptions About Its Integration Into Efl Classrooms in Pesantren-Based Madrasas

Rahman¹

2023

eltsa

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Hidden curriculum in the foreign language teaching as the remedy for youth upbringing difficulties

Linkiewicz

2020

Wychowanie w Rodzinie

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Wprowadzenie. Wychowywanie młodzieży w dobie kryzysu wychowania oraz kryzysu rodziny wymaga poszukiwania nowych możliwości wywierania wpływu na rozwój młodego pokolenia. W artykule zaproponowano ukrytą formę kształtowania młodzieży, możliwą do zaaplikowania w szczególności podczas zajęć z języka obcego. Cel. Celem niniejszego artykułu jest nakreślenie możliwości wypływających z nauczania języka obcego w kontekście wypracowywania kompetencji społecznych młodzieży oraz – niezauważonych jak dotychczas w polskiej dydaktyce języków obcych – kompetencji moralno-duchowych. Cel ten finalnie ukierunkowany jest na wsparcie rodziców w wychowywaniu młodego pokolenia. Materiały i metody. W pracy wykorzystano metodę analizy literatury przedmiotu, metodę wnioskowania logicznego oraz metodę heurystyczną. Wyniki. Umiejętna selekcja zarówno metod i form pracy z uczniami, jak i materiałów dydaktycznych przyczynia się do kształtowania wychowawczego młodzieży. Stopień w jakim zajęcia mogą pomóc adolescentom, a zarazem ich rodzinom, zależy ponadto od pomysłowości, otwartości, kreatywności, zaangażowania oraz potencjału samego nauczyciela. Przygotowując się do zajęć każdy nauczyciel powinien zastanowić się nie tylko nad sposobem przekazania wiedzy, ale i nad dobraniem takich aktywności, które dodatkowo rozwinęłyby w uczniach umiejętności społeczne czy wartości moralno-duchowe. Pełnienie przez niego funkcji wychowawczej nie może być czystą fikcją, jako że jest to szczególne zadanie, przez które może on znacząco pomóc innej komórce społecznej, tj. rodzinie, która tak bardzo pomocy potrzebuje.

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Development of students' spirituality and morality through allegoric tales when teaching English as a foreign language

Cited by 2 publications

References 0 publications

Exploring Teachers’ Conceptions of Spirituality and Their Perceptions About Its Integration Into Efl Classrooms in Pesantren-Based Madrasas

Exploring Teachers’ Conceptions of Spirituality and Their Perceptions About Its Integration Into Efl Classrooms in Pesantren-Based Madrasas

Hidden curriculum in the foreign language teaching as the remedy for youth upbringing difficulties

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