Teaching Tolerance in the English Language Classroom

Levina, Lyudmila; Olga, Lukmanova; Romanovskaya, Lidiya V.; Shutova, Tatyana

doi:10.1016/j.sbspro.2016.12.029

Cited by 7 publications

(6 citation statements)

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“…In addition, in non-formal education, the transformation process of tolerance values is carried out in the community environment and also the family environment. The process of transforming the values of tolerance in the family environment is one way that parents can teach their children to have this attitude (Levina et al, 2016). Parents become people who have full responsibility in teaching their children to be tolerant.…”

Section: Discussionmentioning

confidence: 99%

“…Parents and teachers work together to transform the value of tolerance into a complementary spirit (Tican, 2020). Teachers can develop tolerance through habituation (Mandayu, 2020), taught integrated with the teaching of English for the development of religious tolerance (Levina et al, 2016;Sumadi et al, 2019), through learning tahfid hadith (Musyafiq, 2019), history learning (Nurasiah et al, 2019;Utomo and Wasino, 2020) and science learning (Rahmayani Sari et al, 2017). To foster tolerance, empathy, and inclusiveness, it is essential to look at small discourses that significantly impact the responses that children produce (Huber, 2003;Maine and Čermáková, 2021).…”

Section: Introductionmentioning

confidence: 99%

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A Pattern of Tolerance Values Transformation by Parents Towards Early Childhood

2021

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This study aims to discover a pattern of the transformation of tolerance values from parents to early childhood. The tolerance value in this day and age experiences some problems in the context of nationality. This can be seen from some parts of the area in Indonesia. For instance, in the traditional village of Cigugur, a life based on tolerance is experienced in the community. This study focused on the Cigugur community’s pattern of applying tolerance values in family and community life. This study uses a qualitative method to undertake the study. Observations and in-depth interviews were used to carry out the data collection, and then it was verified and validated through four stages: member check, audit trial, triangulation, and expert opinion. It can be concluded that the pattern of the transformation of tolerance values from parents to early childhood could be transformed through some stages; 1) making sense of kinship as an adhesive between followers of different religions, 2) conveying religious teachings towards differences, not to be contested but to be respected and admired, 3) avoiding the content of particular political interests, 4) having a sense compassion for each other, and 5) having tepo seliro (respect) for each other.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Pattern of Tolerance Values Transformation by Parents Towards Early Childhood

2021

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“…The most important personal value fostered in foreign language communication is the value of every human being which is reflected in respectful treatment of others, their opinions, and beliefs. (Levina, Lukmanova, Romanovskaya, & Shutova, 2016;Nurdan, 2018) Humanities & Social Sciences Reviews eISSN: 2395-6518, Vol 8, No 4, 2020, pp 1429-1448 https://doi.org/10.18510/hssr.2020.84132…”

Section: Introductionmentioning

confidence: 99%

Multifunctionality in University Foreign Language Education: From Aims to Techniques

Borzova

Shemanaeva

2020

oaihssr

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Purpose of the study: The objective of this study is to highlight one effective type of task (namely multifunctional) which enhances students` integral outcomes (key competences, subject-specific competences, and personal values) in university foreign language education. The authors set the aim to investigate whether these tasks can be used as tools to achieve multiple educational objectives, and which conditions can promote this end. Methodology: A combination of both qualitative and quantitative methods of action research was used in the study. The study embraced both non-language and language students with a wide range of foreign language levels, all future teachers of language and non-language subjects. The first part was based on the traditional PPP (“present, practice, produce”) model, the second part suggested the incorporation of multifunctional tasks into classroom activities. The qualitative and quantitative methods used in the study included a literature review and practice analysis, student interviews and questionnaires, observation, and classroom task probation. The authors also elaborated on a variety of criteria to evaluate the students` integral results. Main Findings: The outcomes of the research confirmed the effectiveness of the multifunctional tasks in terms of their contribution to the achievement of education integral outcomes. Such tasks allow noticeably improving the students` foreign language communicative competence. Simultaneously, they contribute to the development of the students` key competences as well as some personal qualities. Applications of this study: Multifunctional tasks are easily modified to different content and foreign language levels. Such tasks can also help students build up their individual learning paths in their future lifelong learning. Similarly, as future teachers, students may acquire an algorithm on how to design such tasks in their professional activities. Novelty/Originality of this study: The authors attempted to design special teaching and learning tools that allow achieving complex educational outcomes in professional foreign language education. The multifunctional tasks that they highlight in their research are multi-focused and multi-faceted which, with a high degree of probability, results in developing both the students` key and subject-specific competences.

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“…(Leo, 2010) accept unwanted situation, and so on. (Levina, Lukmanova, Romanovskaya, & Shutova, 2016) stated that infusing tolerance values into English language learning is very important to help students understand to accept and respect individual culture; gender, race, disability, religion, and so on. The explanation shows that tolerance values play an important role in learning teaching process including English learning teaching process to grow students' responsibility, love and care, sympathy and empathy, and so on.…”

Section: Introductionmentioning

confidence: 99%

Tolerance Values Representation in Indonesia Electronic EFL Textbook

Adijaya

2020

Bahasa

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Teaching students tolerance values play an important role to give them knowledge about how to live together in harmony, respect others, avoid potential conflicts and so on. This study is aimed at analyzing tolerance values representation in the 1st grade of Junior High School EFL Textbook published by Indonesian Ministry for Education and Culture (Kemendikbud). There are 4 kinds of tolerance values were analyzed; peace maker, cultural diversity, democracy and religious values. Qualitative content analysis was used to analyze tolerance values representation in the texts, illustrations, instructions, and exercises of the textbooks. The research shows that the textbook covers 72 tolerance values; 24 peace maker, 19 cultural diversity, 15 democracy, and 14 religious values. However, the textbook needs deeper exploration about the values to help students get vivid points of view about tolerance by giving them more real-life samples, and discussions.

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Teaching Tolerance in the English Language Classroom

Cited by 7 publications

References 1 publication

A Pattern of Tolerance Values Transformation by Parents Towards Early Childhood

A Pattern of Tolerance Values Transformation by Parents Towards Early Childhood

Multifunctionality in University Foreign Language Education: From Aims to Techniques

Tolerance Values Representation in Indonesia Electronic EFL Textbook

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