Interculturality in EFL Education as a Gateway to Religious Moderation: Voices from Religion-Based School Teachers

Abstract This study investigates EFL teachers’ conceptions of Intercultural Language Learning (IcLL) in Indonesian Madrasah Aliyah and examines how they link intercultural learning with the promotion of religious moderation. Using a qualitative narrative inquiry design, data were generated through a preparatory questionnaire and semi-structured interviews with five English teachers. Thematic analysis, informed by Bennett’s Developmental Model of Intercultural Sensitivity (DMIS), was used to interpret teachers’ intercultural orientations and classroom practices. The findings show that teachers view IcLL as fundamental to language learning and as a strategic medium for cultivating open, tolerant, respectful learners while reinforcing religious moderation. Most teachers are positioned between minimisation and acceptance, with some evidence of emerging adaptation. However, the enactment of IcLL remains uneven and dependent on school context, teacher training, and the availability of culturally rich materials.