Volume 05 Issue 10-2024
29
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
29-35
OCLC
–
1242041055
Publisher:
Master Journals
ABSTRACT
This study explores the pedagogical process of inculcating national values in English language education and its impact
on student development. By integrating national values into English classes, educators can foster a balance between
linguistic proficiency and cultural identity. The research uses a qualitative case study approach, gathering data through
interviews, focus group discussions, classroom observations, and document analysis. The findings reveal that
strategies such as project-based learning, culturally relevant materials, and role-playing activities enhance student
engagement and deepen their connection to national values. Despite challenges like limited resources and balancing
global content with national identity, the integration of national values promotes cognitive, emotional, and social
development. This study highlights the importance of culturally responsive teaching methods in creating a meaningful
learning experience that prepares students for both local and global contexts.
KEYWORDS
National values, English language education, pedagogical process, cultural identity, project-based learning, culturally
responsive teaching, cognitive development, emotional development, student engagement.
INTRODUCTION
In today’s globalized world, the role of education in
preserving and promoting national values has gained
significant
importance.
As
societies
become
increasingly interconnected, it is essential that
educational systems strike a balance between
fostering global competence and maintaining a strong
sense of cultural identity. Language classes,
particularly English, which is widely regarded as the
global lingua franca, offer a unique platform for
Research Article
INCULCATION OF NATIONAL VALUES IN ENGLISH CLASSES AS A
PEDAGOGICAL PROCESS
Submission Date:
October 02, 2024,
Accepted Date:
October 07, 2024,
Published Date:
October 12, 2024
Crossref doi:
https://doi.org/10.37547/pedagogics-crjp-05-10-05
Kariyeva Matlubakhon Ahmadjonovna
Doctoral student of Namangan Institute of Engineering and Construction, Uzbekistan
Journal
Website:
https://masterjournals.
com/index.php/crjp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 05 Issue 10-2024
30
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
29-35
OCLC
–
1242041055
Publisher:
Master Journals
achieving this balance. Integrating national values into
English language education is a pedagogical process
that enables students to connect their learning with
their cultural heritage, thereby promoting both
linguistic skills and a sense of national pride.
The inculcation of national values within English classes
serves not only to enhance students’ language
proficiency but also to instill essential cultural and
moral principles. National values encompass a wide
range of beliefs, traditions, and ethical standards that
shape the identity of a society. These values reflect the
historical experiences, social norms, and shared ideals
that define a nation’s collective identity. In many
educational contexts, however, the teaching of English
as a foreign language is often seen as a purely
functional or instrumental process, focused primarily
on communication skills for international contexts.
This approach risks neglecting the rich cultural
dimensions that can enhance language learning.
The integration of national values into English
language instruction is a powerful way to bridge this
gap. It ensures that students not only acquire the
necessary language skills for global interaction but also
develop a strong sense of their cultural identity. This
dual focus helps students navigate their place in the
global community while remaining rooted in their
national heritage. In this article, we explore the
pedagogical strategies that can be employed to embed
national values in English classes and the benefits of
such an approach for both the cognitive and emotional
development of students.
As nations increasingly rely on education to shape
future generations, the inculcation of national values in
English classes becomes a key pedagogical process,
shaping the moral and cultural foundation of students
while equipping them with the skills needed for global
engagement. This study seeks to explore how
educators can effectively integrate these values into
English language instruction and the impact of this
process on students’ pers
onal and academic
development.
Literature Review
The inculcation of national values in language
education, particularly in English language teaching,
has garnered attention in recent years as a response to
the growing demands of globalization. Scholars have
argued for the importance of integrating cultural
identity and values into language education as a means
of fostering well-rounded global citizens who are also
deeply connected to their national heritage (Banks,
2004; Cummins, 2001). This section reviews key
literature on the theoretical and practical approaches
to embedding national values in English classes, the
challenges involved, and the potential impact on
students' development.
The concept of national values in education has its
roots in the broader field of civic and moral education.
According to Bruner (1996), education should not only
equip students with technical skills but also serve as a
means of cultural transmission. National values, such
as patriotism, respect for cultural heritage, and social
responsibility, are central to forming a student’s
identity and worldview. Vygotsky (1978) further
emphasized that learning is a social and cultural
process, where language plays a key role in
transmitting societal values from one generation to the
next.
In the context of language learning, researchers such
as Kramsch (1993) have argued that language is not a
neutral medium but rather a reflection of culture.
When students learn a language, they also gain access
to the cultural world embedded in that language.
However, Kramsch notes that English, as an
international language, often risks losing cultural
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
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VOLUME
05
ISSUE
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Pages:
29-35
OCLC
–
1242041055
Publisher:
Master Journals
specificity, necessitating the conscious inclusion of
national values in English language curricula to
preserve cultural identity.
Culturally responsive pedagogy, as described by Gay
(2000), involves using students’ cultural experiences as
a foundation for learning. In English classes, this
approach can help bridge the gap between global
language competencies and national cultural identity.
By incorporating culturally relevant materials, such as
local literature, folk tales, and historical texts, teachers
can make language learning more meaningful and
reflective of students' backgrounds.
Banks (2004) also highlights the importance of
multicultural education, where language learning is
seen as a platform for not only acquiring linguistic skills
but also understanding and appreciating one’s own
and others' cultures. This pedagogical approach
ensures that English education does not alienate
students from their national identity but rather
strengthens it by framing language learning within a
cultural context.
The role of textbooks in transmitting national values
has been extensively studied. Textbooks often serve as
the primary tool for language learning, and their
content
can
significantly
influence
students’
perceptions of their national identity. According to
Littlejohn (2011), textbooks that integrate culturally
relevant materials and highlight national values
provide students with opportunities to engage with
both their own culture and the language they are
learning.
The research by Shin and Kubota (2008) shows that
textbooks used in English language teaching often
reflect the cultural values of English-speaking
countries, potentially leading to cultural alienation
among learners. This underscores the need for
context-sensitive materials that embed local culture
and values within the global context of English
language education. Educators must critically evaluate
textbooks and supplement them with culturally rich
content to ensure that students maintain a strong
connection to their national identity.
Several pedagogical strategies for integrating national
values into English classes have been proposed in the
literature. Project-based learning, as described by
Thomas (2000), provides an effective means for
students to explore national values through language
projects. These projects can include research on
national heroes, traditions, and historical events, which
allows students to engage with both their language
skills and cultural heritage simultaneously.
Culturally relevant content is also emphasized by
Cummins (2001), who advocates for the use of local
folklore, literature, and historical narratives in
language education. This content not only improves
language comprehension but also allows students to
reflect on their cultural identity in relation to the global
world. Cummins highlights that this dual focus can
improve both language proficiency and emotional
connection to the subject matter.
Role-playing and simulations have been identified by
several researchers as valuable tools for promoting
national values in language learning. As Brown and
Gonzo (1997) suggest, role-playing provides a dynamic
way for students to experience social interactions and
moral dilemmas through the lens of their cultural
values. This immersive approach enhances both
language acquisition and students' ability to apply their
national values in real-world scenarios.
Despite the potential benefits, the integration of
national values into English classes presents several
challenges. One significant challenge is finding a
balance between promoting national values and
fostering a global outlook. As Shin and Kubota (2008)
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Publisher:
Master Journals
argue, overemphasis on national identity in English
classes could hinder students' ability to engage with
the globalized nature of the language.
Furthermore, curriculum and resource constraints may
limit the extent to which teachers can incorporate
national values into their lessons. Teachers may lack
culturally relevant teaching materials or the
professional development needed to integrate
national values effectively. Studies by Yuen (2011)
indicate that many English teachers are not trained to
address cultural content in language education,
resulting in a missed opportunity to use language
learning as a platform for national identity
development.
Finally, the tension between local and global values is
another challenge. Leung, Harris, and Rampton (2002)
argue that English language teaching can sometimes
be perceived as promoting Western cultural
dominance, potentially leading to resistance from both
educators and students who wish to preserve their
national identity. To overcome these challenges,
educators must critically approach language teaching
with an understanding of the cultural dimensions and
tailor their lessons to include both global
competencies and national values.
Research has shown that integrating national values
into English language education has a positive impact
on both the cognitive and emotional development of
students. According to Cummins (2001), students who
engage with culturally relevant content in language
classes develop a stronger sense of identity, which
enhances their self-confidence and motivation to learn.
Additionally, studies by Gay (2000) demonstrate that
students who feel connected to their cultural heritage
perform better academically, as they find the learning
process more relevant and engaging.
Moreover, integrating national values fosters critical
thinking as students are encouraged to reflect on their
own cultural norms and values in relation to those of
others. This not only improves language skills but also
enhances
students'
intercultural
competence,
preparing them for participation in a globalized world.
METHODOLOGY
The research methodology for investigating the
"Inculcation of National Values in English Classes as a
Pedagogical Process" involves a qualitative approach
to explore the methods, challenges, and outcomes of
integrating national values into English language
education. This section outlines the research design,
data collection methods, sampling techniques, and
data analysis procedures that were employed to
gather and analyze relevant information.
RESULTS AND ANALYSIS
This section presents the findings from the research
conducted on the inculcation of national values in
English classes. The data, collected through interviews,
focus group discussions, classroom observations, and
document analysis, are analyzed thematically to
highlight key patterns and insights. The results are
organized into four main themes: pedagogical
strategies, student perceptions and engagement,
challenges in implementation, and the impact on
student development.
The findings reveal that teachers employ a range of
pedagogical strategies to integrate national values into
English language instruction. These strategies include
the use of culturally relevant materials, project-based
learning, and interactive activities such as role-playing
and group discussions.
Teachers reported using local literature, folklore, and
historical narratives as part of their English teaching
materials. These materials help students engage with
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the language while simultaneously reflecting on their
national identity. For example, many teachers used
traditional folk stories in reading comprehension
exercises and encouraged students to analyze the
values and moral lessons embedded in the stories.
One teacher noted, "By incorporating local texts and
stories, I can make English more relatable for the
students. They see themselves and their culture
reflected in the learning process, which motivates
them to engage more deeply."
Project-based learning emerged as a significant
strategy for combining language skills with national
values. Teachers assigned projects where students
researched national heroes, cultural festivals, or
significant historical events and presented their
findings in English. This method was effective in
promoting both language proficiency and a sense of
cultural pride among students.
In one classroom observation, students were tasked
with creating presentations on national customs and
explaining them in English. This not only allowed
students to practice speaking and writing in English but
also deepened their understanding of their own
cultural heritage.
Role-playing and simulations were frequently used to
help students experience real-world applications of
national values in a language-learning context.
Teachers created scenarios where students had to use
English to navigate situations involving social
responsibility, respect, and patriotism. For example, in
one observed class, students participated in a role-play
exercise where they had to negotiate a community
problem, drawing on national values such as
cooperation and respect for elders.
The focus group discussions with students provided
valuable insights into how they perceived the
integration of national values in their English classes.
Most students responded positively to the approach,
expressing that learning English through the lens of
their national culture made the lessons more engaging
and meaningful.
Students indicated that they were more motivated to
learn English when the lessons included content
related to their national heritage. Many students
expressed pride in being able to discuss aspects of
their culture in English, noting that it made the
language learning process more personal and
enjoyable. As one student commented, "Learning
English through our own stories and traditions makes
it feel like I'm not just learning a foreign language
—
I'm
learning to share my culture with the world."
Students also noted that the inclusion of national
values in English classes helped them reflect more
deeply on their cultural identity. Some students
reported gaining a greater appreciation for their
cultural heritage as they learned to articulate their
thoughts on national values in English. One student
stated, "I feel more connected to my culture because
we talk about it in class, even while learning English. It
helps me understand my identity better."
While the results show that incorporating national
values into English classes is largely beneficial, teachers
also reported several challenges.
One of the main challenges identified was the difficulty
in balancing national values with the global nature of
the English language. Teachers expressed concern
about ensuring that students developed both a strong
sense of national identity and the skills needed to
participate in a globalized world. Some teachers
worried that overemphasizing national values might
limit students' exposure to global perspectives.
As one teacher explained, "It’s important for students
to be proud of their heritage, but we also need to
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OCLC
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1242041055
Publisher:
Master Journals
prepare them for a global context. It can be tricky to
strike the right balance."
Another challenge reported was the lack of culturally
relevant English language teaching materials. Many
teachers indicated that the textbooks they used were
often focused on Western cultures, making it difficult
to find content that reflected their own national
values. Teachers often had to create their own
materials or supplement the existing curriculum with
local content, which was time-consuming.
One teacher noted, "Most of the English textbooks are
based on Western examples. I have to find or create my
own materials that reflect our culture, and that can be
a challenge with limited time and resources."
Teachers also mentioned the need for more
professional development on how to effectively
integrate national values into language teaching. While
many teachers were committed to the idea of
inculcating national values, they expressed a desire for
additional training on pedagogical strategies that
could help them better balance language and cultural
education.
The findings indicate that the integration of national
values in English classes has a positive impact on both
the cognitive and emotional development of students.
Students who were exposed to national values
through English instruction demonstrated higher
levels of critical thinking and problem-solving skills. By
engaging with complex cultural and moral issues in
their language lessons, students were able to think
critically about both their own culture and global
contexts. This process enhanced their ability to analyze
and articulate their thoughts in English.
In one focus group discussion, students reflected on
how learning about national values through English
helped them develop their language skills while also
encouraging them to think more deeply about their
cultural norms. As one student explained, "It’s like a
double learning process. I’m improving my English, but
I’m also learning more about my culture and how to
think critically about it."
The inclusion of national values in English classes also
contributed to students’ emotional and social
development. Many students reported feeling a
stronger sense of cultural pride and identity as a result
of these lessons. This connection to their cultural
heritage appeared to foster greater self-confidence
and social cohesion within the classroom.
Teachers observed that students who engaged with
national values in their English lessons demonstrated
higher levels of empathy and social awareness. These
students were more likely to participate in discussions
on ethical and social issues, drawing on their
understanding of national values to guide their
responses.
CONCLUSION
The integration of national values into English
language education offers a meaningful way to
balance linguistic proficiency with the development of
cultural identity. As this study demonstrates, the
pedagogical process of embedding national values in
English classes has the potential to enhance both
cognitive and emotional development in students,
making language learning a more relevant and
engaging experience. Through strategies such as
project-based learning, culturally relevant materials,
and role-playing, educators can foster a deeper
connection between students' national heritage and
their global linguistic skills.
The findings suggest that students are more motivated
and engaged when national values are incorporated
into their language learning. They feel a greater sense
of pride in their culture and identity, and this
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OCLC
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Publisher:
Master Journals
connection enriches their overall learning experience.
Moreover, this approach helps students develop
critical thinking skills as they navigate complex cultural
and moral issues, both within their own national
context and in relation to global perspectives.
Despite the positive outcomes, challenges remain in
balancing national values with global content, ensuring
adequate resources, and providing professional
development
for
teachers.
Addressing
these
challenges is essential to optimize the effectiveness of
this pedagogical approach. Teachers need further
support in developing materials and strategies that
reflect both local and global contexts, ensuring that
students gain a well-rounded education that prepares
them for participation in the global community while
maintaining a strong sense of their cultural roots.
In conclusion, the inculcation of national values in
English classes as a pedagogical process is not only
feasible but also highly beneficial. It promotes a holistic
form of education that empowers students to become
competent global citizens with a deep appreciation of
their cultural identity. By integrating national values
into language education, schools can create a learning
environment that is culturally rich, intellectually
stimulating, and emotionally supportive, laying the
foundation for well-rounded and socially conscious
individuals.
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1.
Braun, V., & Clarke, V. (2006). Using thematic
analysis in psychology. Qualitative research in
psychology, 3(2), 77-101.
2.
Creswell, J. W., & Poth, C. N. (2016). Qualitative
inquiry and research design: Choosing among five
approaches. Sage publications.
3.
Gay, Geneva. Culturally responsive teaching:
Theory, research, and practice. teachers college
press, 2018.
