INTEGRATING MORAL AND LANGUAGE EDUCATION: A HOLISTIC APPROACH TO CHARACTER FORMATION IN MULTICULTURAL CLASSROOMS
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Abstract
In increasingly multicultural and value-diverse societies, education must nurture both intellectual and moral responsibility. This study examines the integration of moral and language education as a holistic approach to character formation in multicultural classrooms. Using a convergent mixed-methods design, data were collected from 120 students and six English teachers across three culturally diverse secondary schools during a twelve-week value-infused instructional program. Moral themes honesty, empathy, and respect -were embedded in English lessons through storytelling, reflective writing, and ethical dialogue-. Quantitative results showed significant improvements in moral reasoning, language proficiency, and intercultural sensitivity (all p<.001). Positive correlations between moral reasoning, linguistic competence, and intercultural empathy (r = .61, p<.01) indicated their mutual reinforcement. Thematic analysis revealed four key processes: moral reflection through dialogue, empathy and perspective-taking, teacher mediation as ethical facilitation, and transformative learning through intercultural encounters. These findings affirm that language learning can promote moral growth, while moral education deepens communicative competence. The study extends value-based language education theory and highlights the importance of fostering teachers’ moral-communicative competence and ethically reflective curricula to develop morally grounded global citizens.
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