Bridging Interfaith Dialogues through the Development of ELT Materials

This chapter explores the potential of English Language Teaching (ELT) materials to facilitate interfaith dialogues, aiming to foster understanding and cooperation among diverse religious communities. It examines the role of ELT in promoting empathy, dismantling stereotypes, and developing critical thinking skills within a context of religious diversity. Drawing on theories of Intercultural Communicative Competence, Critical Pedagogy, and Social Identity Theory, the chapter presents a multifaceted theoretical framework for integrating interfaith dialogues into ELT. It provides criteria for selecting texts and themes as well as strategies for creating inclusive and respectful materials and addresses the challenges and opportunities inherent in this endeavour. Further, the chapter critiques the existing research, highlighting the need for a more comprehensive theoretical framework, increased empirical investigation, and a broader consideration of global perspectives. It also emphasizes the importance of context-specific pedagogical models and materials, as well as the potential negative outcomes of interfaith dialogues, such as the reinforcement of stereotypes or emotional distress in learners. The study concludes by advocating for further research and the development of teacher training programmes to equip ELT educators with the necessary knowledge and skills to navigate the complexities of religious diversity and foster meaningful interfaith dialogues.