Religiosity in the Ecology of English Language Teaching: Moral and Socio-cultural Geography of Pre-Service Teachers in Islamic Education Context

Over the past two decades, religiosity has emerged as a significant factor in English Language Teaching (ELT), particularly within Islamic education contexts. This qualitative case study investigates the emotional experiences of five pre-service teachers from an Islamic education institution in Indonesia enrolled in a general English course. Utilizing Hargreaves' emotional geography framework, the study explores how moral and socio-cultural dimensions—rooted in religious beliefs and practices—influence the pre-service teachers' perceptions and interactions in the classroom. Data were collected through reflective journals and in-depth interviews, which provided rich, nuanced insights into the participants’ inner emotional landscapes. The analysis reveals that integrating religious values into ELT not only enhances linguistic competence but also promotes moral and spiritual growth, thereby addressing cultural tensions associated with global language instruction. The findings underscore the importance of culturally sensitive pedagogical practices that respect diverse religious identities and suggest practical implications for teacher education programs. Future research should consider broader cultural contexts to further refine strategies for integrating religiosity into language teaching frameworks.