Bridging Language Learning and Religious Moderation: A Study in English for Islamic Studies Contexts
Keywords:
English for Islamic Studies, Religious Moderation, Content-based Instruction, EFL PedagogyAbstract
This study explores a narrative account of learning practices in an English for Islamic Studies course conducted at the Master’s Program in English Language Education, UIN Antasari Banjarmasin. The article aims to bridge language learning with the promotion of religious moderation by integrating Islamic values within English language pedagogy. Employing a qualitative narrative inquiry approach, this study documents and analyzes classroom experiences, instructional strategies, and learner reflections that emphasize moderate religious perspectives in language use. The instructional design adopts a content-based instruction (CBI) approach combined with values-based education, where authentic materials related to Islamic teachings on tolerance, inclusivity, and balance (wasatiyyah) are embedded in language tasks. Data were collected through classroom observations, reflective journals, and documentation of learning artifacts, and analyzed using thematic analysis to identify patterns of pedagogical integration and student engagement. The findings reveal that integrating religious moderation into English for Islamic Studies not only enhances students’ language proficiency but also fosters critical awareness of intercultural and interreligious understanding. The learning process encourages students to articulate moderate viewpoints in English, thereby positioning language as a medium for promoting peaceful and inclusive religious discourse.This study highlights the importance of contextualizing English language teaching within socio-religious values and proposes a pedagogical framework that aligns linguistic competence with the development of religious moderation.
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