TEFL Methods and Classroom Practices in Islamic Educational Contexts: A Literature Review

Samenvatting

This literature review examines contemporary TEFL (Teaching English as a Foreign Language) methods and classroom practices in Islamic educational contexts, focusing on five major strands: Communicative Language Teaching (CLT) through culturally responsive pedagogy, Task-Based Language Teaching (TBLT) integrated with local wisdom, blended learning for EFL instruction, comparative perspectives between Western and Islamic pedagogies, and student-centered learning in Islamic classrooms. Using a narrative literature review approach, the study synthesizes theoretical and empirical studies on how pedagogical methods can be adapted to integrate communicative competence, cultural identity, moral education, and digital literacy. The review indicates that effective TEFL practices in Islamic institutions depend on methodological contextualization rather than mere adoption of imported methods. Findings suggest that integrating modern language teaching approaches with Islamic educational philosophy enhances meaningful, contextualized, and value-oriented language learning. The review concludes that TEFL practices in Islamic settings should be grounded in a “glocal” pedagogical orientation, harmonizing global language teaching standards with local spiritual and socio-cultural realities.