(13) Inclusion of Islamic Beliefs in Esl Teaching at University Level in Lahore

  • Abdul Majid Khan Rana+ Azhar Munir Bhatti+Dr.Muhammad Riaz Mahmood
Keywords: Islamic beliefs, Private University faculty, ESL Teaching, Inclusion


The current study aimed at culling the opinions of ESL teaching faculty regarding inclusion of Islamic beliefs in ESL teaching syllabus at university level to orient the Pakistani youth who after finishing their university studies mostly engaged in unislamic practices. The study was started with the objectives of exploring the opinions of private university ESL teachers regarding the inclusion of Islamic content in the current ESL teaching practices. The study was a survey and for the data collection a close ended questionnaire was used.  The study used convenient random sampling as most of the teachers were reluctant to give their opinion so they were ensured that on the questionnaire there is no identity. 80 gender balanced teachers from private universities were included in the study. The study concluded that teachers have mixed opinions regarding inclusion of Islamic beliefs in already set standards for ESL teaching. The opinions of Male and female teachers were significantly different from each other. On some points male teachers were in favor but at some other points female teachers favored in ESL syllabus at University level. The study concluded that the universities seemingly Islamic orientation have not planned or trained their ESL teachers in case of Islamic beliefs are included in their syllabuses. Moreover, the private university faculties are considering inclusion of Islamic beliefs as a threat to the already ESL teaching practices in vogue. It recommends a full fledge study at a much broader level to include other factors which are not included in this study due to time and resources constraints.


1. Azra, A. (2014) Geneology of Indonesian Islamic Education: The roles in
modernization of Muslim society. Paper presented at seminar on Islamic teachings: Dialogue, peace studies and conflict resolution. Banda Aceh, 16 – 19
October 2014.
2. Azim, M. U., Hussain, Z., Bhatti, A. M., Iqbal, M., & Chohan, M. N., (2017). Caught between the extremes: A comparative study of state-owned news channel and a private news channel. Hamdard Islamicus, 40(2), 301-314.
3. Azim, M. U., Bhatti, A. M., Hussain, Z., & Iqbal, M. (2018). Culturally oriented textbooks and English Language Teachers. Hamdard Islamicus, 41(4), 301-317.
4. Azim, M. U., Hussain, Z., & Bhatti, A. M. & Iqbal, M. (2020). Recycling of vocabulary in English Language Teaching: From theory to practice. Epistemology, 7(1): 88-102.
5. Bhatti, A. M., Rana, A. M. K., & Parveen, S. (2019). Gender Assignment is rule-governed: A comparative analysis of Punjabi and English. Khoj, 83/42(1), 21-34. http://doi.org/10.5281/zenodo.3986734.
6. Bhatti, A. M., Parveen, S., & Ali, R. (2017). Integration of speaking and writing skills for better grades: perception of graduate students in Pakistani public sector colleges. International Journal of Research and Development in Social Science (IJRDS), 3(2). 1-14. http://doi.org/10.5281/zenodo.3987812
7. Bhatti, A. M., Azhar, M. A., & Jalil, M. K. (2020). Hybridity in TV Commercials constructing the modernity: A critical discourse analysis approach. Competitive Social Sciences Research Journal (CSSRJ), 1(1), 39-59. http://doi.org/10.5281/zenodo.3986678
8. Bhatti, A. M., Rana, A. M. K., & Parveen, S. (2020). Modality of conditional sentences in Punjabi language. Khoj, 84/42(2), 43-50.
9. Crystal, D. (1997). English as a global language. Cambridge: Cambridge University
10. Haysim, U. A., & Suhono. (2017) Restoring moslem identity by integrating Islamic values in English speaking class. Attarbiyah: Journal of Islamic Culture and Education,2(1), pp:1-27
11. Hidayati, T. (2016). English language teaching in Islamic education in Indonesia; challenges and opportunities. Englisia Journal, 3(2), 65-82.
12. Howard, T. C. (2019). Why race and culture matter in schools: Closing the achievement gap in America's classrooms. Teachers College Press.
13. Mahadi, T. S. T., & Jafari, S. M. (2012). Motivation, its types, and its impacts in language learning. International Journal of Business and Social Science, 3(24).
14. Mckay, S. (2002). Teaching English as international language: Rethinking goals and
approaches. Oxford: Oxford University Press.
15. Rana, A. M. K., & Bhatti, A. M. (2020). Attitudes of elementary teachers in Lahore towards professional development. Journal of Elementary Education, 30(1), 84-106.
16. Rana, A. M. K., Bhatti, A. M., & Farukh, A. (2020). Perceptions of Punjabi speakers towards English language teaching policies in Pakistan: A systematic approach. Journal of Talent Development and Excellence, 12(1), 6257-6272.
17. Pennycook, A & Makoni, S. (2005). The modern mission: The language effect of
Christianity. Journal of Language, Identity, and Education, 4(2), 137 – 155
18. Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah,
NJ: Erlbaum.
19. Peterson, E & Coltraine, B. (2003). Culture in second language teaching. From
20. Postman, N. (2011). Technopoly: The surrender of culture to technology. Vintage.
21. Umam. C., (2014), Maintaining islamic values in english language teaching in Indonesian pesantrens”, Didaktika Relegia, vol. 2, No. 1.
22. Yusof, M. A. M., Shamsudin, S., & Raof, A. H. A. (2008). Integrating Islamic themes and values in English classes. Motivation to Learn English: Is it Determined by Gender, proficiency levels and Plans after Graduation.