Promoting Peaceful Life: Integrating Peace Education Through English Foreign Language Class

Abstract

As a global language, English has an ability to promote the term of peace. The peaceful concept can be applied in English Foreign Language (EFL) class to give a better contribution to the global society. Teaching is not only concerning on shifting a theory into class participants, but also delivering the real life context on it. The aim of this paper is to promoting the social and peaceful life issued into EFL class to give a contribution for the global peace. The descriptive analysis technique was utilized for the analysis of the data collected from library and online journal article research. The analysis is showed that peaceful life is built effectively from little action like teaching and learning in class by integrating with the peaceful concept on it. As a result, it is expected that teachers can develop the EFL curriculum and material with a peaceful life concept integrated to it.

Evaluating an English Language Teaching Program in terms of Peace Education

“…The new ELTP of lower secondary school is integrated with peace education through several units in the fifth, sixth, seventh and eighth grades as Fountain (1999) emphasized that peace education should not be considered as a separate subject in the curriculum, but it can be integrated with other subjects. Therefore, it can contribute to peace education in English language classes as designated in the conceptual papers (Abid, 2016;Finch, 2004;Kruger, 2012;Renner, 1991;Sun, 2017;Şahin, 2011;Takkaç Tulgar, 2017;Vandrick, 1996;Yusuf, 2011) and in the research papers (Arikan, 2009;Carmel & Yochanna, 2018;Chowdbury, 2013;Gebregeorgis, 2017;Gutiérrez et al, 2020). Thus, it can help students to become peaceful people, which is the goal of peace education (UNESCO, 2001).…”

“…When the literature related to peace education and English language teaching is reviewed, it is seen that there are two types of research: conceptual papers and research papers. Abid (2016), Finch (2004), Kruger (2012), Renner (1991), Sun (2017), Şahin (2011), Takkaç Tulgar (2017, Vandrick (1996) and Yusuf (2011) focused on how peace education could be integrated with English language teaching in their conceptual papers. Use of authentic materials to promote critical thinking (Sun, 2017;Vandrick, 1996), integrating peace education with reading (Yusuf, 2011) and how English language teachers can promote peace education in their English classes (Abid, 2016;Kruger, 2012;Şahin, 2011;Yusuf, 2011;Takkaç Tulgar, 2017) were presented as the ways of associating peace education with English language teaching.…”

“…Abid (2016), Finch (2004), Kruger (2012), Renner (1991), Sun (2017), Şahin (2011), Takkaç Tulgar (2017, Vandrick (1996) and Yusuf (2011) focused on how peace education could be integrated with English language teaching in their conceptual papers. Use of authentic materials to promote critical thinking (Sun, 2017;Vandrick, 1996), integrating peace education with reading (Yusuf, 2011) and how English language teachers can promote peace education in their English classes (Abid, 2016;Kruger, 2012;Şahin, 2011;Yusuf, 2011;Takkaç Tulgar, 2017) were presented as the ways of associating peace education with English language teaching. In their research papers, Arikan (2009), Carmel and Yochanna (2018), Chowdbury (2013), Gebregeorgis (2017) and Gutiérrez, Guerrero and Bohórquez (2020) studied distinct aspects of the integration of peace education with English language teaching.…”

Glocalization in International Early Childhood Islamic Education

“…It is hoped that it can awaken responsive students in global issues such as war, peace, conflict or violence. In addition, students can provide solutions to the social problems they face to create a better and peaceful life (Abid, 2018). The existence of an attitude of tolerance is very important to improve social relations between global citizens and to promote pluralism while still respecting the differences that exist (Erlina Wiyanarti, 2020).…”