Peace education: Memory artifacts in EFL environments

Evaluating an English Language Teaching Program in terms of Peace Education

“…Different researchers (e.g., Abid, 2016;Finch, 2004;Kruger, 2012;Natarajan, 2018;Renner, 1991;Sun, 2017;Şahin, 2011;Takkaç Tulgar, 2017;Vandrick, 1996;Yphantides, 2010 andYusuf, 2011) have mentioned that peace education can be integrated with ELT, so ELT can help students to become and grow up as peaceful people who are in peace with themselves, the human family and nature. The findings of the present study show that this purpose of peace education has been achieved in the new ELTP of the 12th grade by integrating peace education with ELT in an ELTP in terms of themes, target language functions, and learning objectives, which has not been researched in the studies related to peace education and ELT (Arikan, 2009;Carmel & Yochanna, 2018;Chowdbury, 2013;Gebregeorgis, 2017;Gutiérrez et al, 2020 andMirici, 2008) and ELT curriculum/program evaluation (Alnefaie, 2016;Banegas, 2011;Çelik & Büyükalan Filiz, 2018;El-Okda, 2005;Kaewpet, 2009;Merter et al, 2012;Nam, 2005 andWatanabe, 2006) in the literature.…”

“…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).…”

“…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. The use of English as a tool to encourage peace-making with prospective English language teachers (Carmel & Yochanna, 2018;Chowdbury, 2013), promoting peace education through memory artifacts (Gutiérrez et al, 2020), contextualizing and teaching English grammar through peace education (Arikan, 2009) and the evaluation of an English language teaching course book through a peace education perspective (Gebregeorgis, 2017) were studied in these research papers.…”

“…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. The use of English as a tool to encourage peace-making with prospective English language teachers (Carmel & Yochanna, 2018;Chowdbury, 2013), promoting peace education through memory artifacts (Gutiérrez et al, 2020), contextualizing and teaching English grammar through peace education (Arikan, 2009) and the evaluation of an English language teaching course book through a peace education perspective (Gebregeorgis, 2017) were studied in these research papers. However, how peace education and English language teaching can be consolidated with each other in a curriculum or program were not studied in the related literature.…”

“…Also, some studies researched different aspects of ELT and peace education including contextualizing and teaching English grammar through peace education (Arikan, 2009), using English as a peace-making process with student English language teachers Yochanna, 2018 andChowdbury, 2013), evaluating a local English language course book in terms of peace education (Gebregeorgis, 2017), using memory artifacts as a tool for peace education (Gutiérrez et al, 2020), and training teacher candidates for peace education (Mirici, 2008) in the literature. These studies have two limitations: (a) having been made generally with university students (Arikan, 2009;Carmel & Yochanna, 2018;Chowdbury, 2013 andMirici, 2008) and (b) having focused on the integration of peace education with the specific aspects of ELT such as teaching grammar (Arikan, 2009), ELT course books (Gebregeorgis, 2017), and using English memory artifacts (Gutiérrez et al, 2020). Consequently, the conceptual papers and the research studies have not dealt with how ELT and peace education can be integrated in an English language teaching program or curriculum.…”