Integrating Moral Education into Language Education in Asia: Guidelines for Materials Writers

Thongrin, Saneh

doi:10.1007/978-3-319-63677-1_9

Cited by 5 publications

(8 citation statements)

References 31 publications

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“…In addition, the selected teaching methods should enable students to discuss local and global moral issues that happen in Indonesia or other countries. Several teaching methods which teachers should consider are content-based instruction, genrebased approach, cultural studies, literature-based instruction, humanistic language teaching [5] and text-based model [22]. These methods emphasize on reading texts and discussing values inserted on the texts, journal writing, and written or oral responses to simulations.…”

Section: B Teaching Methodsmentioning

confidence: 99%

“…The activities should enable the students to exercise their language skills and develop their characters. Class activities that can be used to develop students' characters include class discussion and question responses, outdoor investigations and writing projects, simulations and role play brainstorming and community service projects, problem-solution exercises, and any exercises supporting critical reasoning [5]. Cooperative learning enables students to fill language gaps and encourages students to argue and seek ways for problem solving, and teachers are the key agents mediating any conflicting views.…”

Section: Class Activitiesmentioning

confidence: 99%

“…Considering their roles as additional knowledge source and value agents [4], English textbooks should not only focus on sets of language skills but also addressing moral values that will help the students to enhance their characters and critical minds towards themselves and their society. Therefore, it is paramount for English textbooks in classroom to manifest moral values through its texts, tasks (instructional parts) and images [4] as the goal of language education is to create not only language learners but also learners that hold knowledge of the world and serve their communities better [5].…”

Section: Introductionmentioning

confidence: 99%

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Guidelines for Integrating Character Education in Materials

Marahati¹,

Wiedarti²

2019

Joint Proceedings of the International Conference on Social Science and Character Educations (IcoSSCE 2018) and International C

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Character education has been considered necessary for the development of students' characters. Therefore, English language teaching should include character values in its materials. Considering the existence of English textbooks which included values contradicting with the principles of Indonesia, guidelines to develop materials were needed by material developers and English language teachers. Thus, this article aims to propose guidelines in developing morality-oriented materials based on Indonesian context. The proposed guidelines were created by reviewing the relevant literature and considering some perspectives in communicative competence and intercultural competence. In addition, the guidelines emphasized the importance of stating the correct learning objectives, selecting the appropriate teaching methods and class activities.

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Section: B Teaching Methodsmentioning

confidence: 99%

Section: Class Activitiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Guidelines for Integrating Character Education in Materials

Marahati¹,

Wiedarti²

2019

Joint Proceedings of the International Conference on Social Science and Character Educations (IcoSSCE 2018) and International C

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“…Hence, whether textbooks give balanced representations of different cultures is a concern of researchers (Xiong et al, 2022, p.4). Thongrin (2018) proposes textbooks should combine students' own culture with others' cultures. Thongrin (2018) believes approaching both cultural contents can help learners not only "appreciate the beauty of their cultural heritage, but also understand others in wider societies.…”

Section: Moral Education and Cultural Identitymentioning

confidence: 99%

Exploring Moral Values in English Coursebooks for University Students in China

Wang

2022

LLT Journal

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This article examines the representation of moral values in textbooks designed for adult learners of English as a foreign language in China. Guiding the analysis is a view of critical pedagogy. Content analysis is employed to analyze the following questions: What moral values are embedded in the textbooks for university EFL students? Do the coursebooks contribute to developing cultural awareness both of the target culture and of the learner’s? Is the treatment of moral values in those textbooks adequate to develop students’ critical thinking? The study concludes that coursebooks are imbued with moral and cultural values, which may be explored by teachers who could create opportunities to cultivate students’ critical thinking.

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“…Likewise, Yusuf identified four aspects of critical pedagogy like transformative teachers, critical voice of students, a new form of knowledge, and ethical consideration. Moreover, Thongrin (2018) argued that materials for ELT should be developed grounded in critical pedagogy which incorporates intercultural communication and moral education with a set of guidelines for designing instructional objectives, teaching materials, lesson activities and assessment tools. Such materials aim to develop culturally sensitive language learners, competent communicators, and critical and ethical global citizens.…”

Section: Literature Reviewmentioning

confidence: 99%

A Critical Analysis of English Language Teaching Situation in Nepal

Neupane

2021

Marsyangdi J.

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Critical pedagogy (CP) is an educational movement that primarily aims to support the students in developing a consciousness of freedom so that they can connect the knowledge to power for social reformation. The supporters of CP argue that language teachers should emphasise developing the social skills of the learners along with language skills. Studies show that many English language teachers may have inadequate knowledge and skills about CP and the spirit of CP may not be followed while designing curriculum and writing textbooks. The purpose of the study was to examine the use of CP in English Language Teaching (ELT) focusing on classroom practices, curriculum designing and textbook writing at the secondary level. For this, I used a qualitative research design in which data were collected from six English teachers through in-depth interviews from three schools. I investigated that while designing curriculum, selecting textbooks, and making ELT policy, CP has not been practically implemented. Language policy, curriculum and textbooks are designed by a specific group and imposed on the teachers and learners. There has been a political influence in ELT policy as well. However, some teachers were found positive to CP and implemented it in the classroom, but they demanded special training.

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Integrating Moral Education into Language Education in Asia: Guidelines for Materials Writers

Cited by 5 publications

References 31 publications

Guidelines for Integrating Character Education in Materials

Guidelines for Integrating Character Education in Materials

Exploring Moral Values in English Coursebooks for University Students in China

A Critical Analysis of English Language Teaching Situation in Nepal

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