In an era where global conflicts continue to rise, language classrooms have the potential to do more than teach grammar and vocabulary. They can foster respect, empathy and tolerance. Miftahul Huda (Grammar and Pragmatics) argues that English teachers hold a unique power to shape perspectives and instill values that contribute to a more peaceful world. (Text: Miftahul Huda)
“In a world where violence and conflicts persist, the role of language education goes beyond the simple transfer of knowledge,” says Mifta. “English teachers can help students see the world from multiple perspectives and integrate the values of tolerance into their classrooms.”
Educators as agents of social change
Teaching a language is not just about mastering words and syntax. It is also about embracing the deeper values of communication: understanding others, appreciating different viewpoints, and cultivating respect. While tolerance is often discussed in civic, moral or religious education, Mifta’s research highlights how English teachers can play an equally crucial role in promoting these values through their teaching approaches.
“It’s about teaching students how to listen more attentively, appreciate diversity, and engage with the world with a more open mind,” Mifta explains. “Through their daily instructions and interactions, English teachers can contribute to building a more tolerant society, no matter how small the impact may seem.”
Literature as a gateway to tolerance
One of the most powerful tools to promote tolerance in English classrooms is literature. Stories that explore themes of dialogue, social justice, and multiculturalism expose students to different cultures and belief systems. This may in turn expand their understanding of the world. “Literature introduces students to different ways of thinking and living,” says Mifta. “Not only does it support language learning, but it also transmits core human values such as tolerance, respect, and empathy.”
The study also underscores the importance of teachers’ literary competence. When equipped with such competence, they become more mindful of fostering appreciation and celebration of diversity. Language classrooms can become starting points for positive social change.
The challenge: Teaching tolerance in Indonesia
Mifta’s research, which was conducted in Indonesia, highlights a growing trend: the increasing prevalence of intolerance in the country. Since the fall of Soeharto’s regime in 1998, Indonesia has faced heightened inter-religious and inter-ethnic tensions. While the government has implemented policies to promote tolerance, translating these values into practical classroom strategies remains a challenge.
English, which is a compulsory subject from elementary school through higher education in Indonesia, presents a potential opportunity to instill values of mutual respect. However, Mifta’s research finds that while tolerance is emphasized in educational policy, it lacks clear, actionable guidelines for teachers. The result? A fragmented and inconsistent approach to teaching tolerance, where teachers’ interpretations vary widely.
What’s next? Filling the gaps in language education
“The absence of specific frameworks for teaching tolerance leaves teachers with little direction,” Mifta explains. “This leads to a high degree of variability, making it difficult to implement a structured approach.” Without clear guidelines, the mission to integrate tolerance into language education risks being sidelined. Mifta calls for immediate action, for instance by developing systematized frameworks that provide teachers with the tools to effectively nurture respect and tolerance among their students.
Contact
Miftahul Huda | Miftahul.Huda@uantwerpen.be