Running head: INTEGRATION OF FAITH AND LEARNING 1

Teachers’ Implementation of IFL in

Language Institute in Cavite

Mathew Paul, September Jane Ranarez, Thang Thawn Khai

Adventist International Institute of Advanced Studies

INTEGRATION OF FAITH AND LEARNING 2

Abstract

The global educational foundation is based on different aspects of philosophies. Not only

Christian teachers, but also non-Christian teachers practice their philosophical belief in their

institutions to nurture their respective students. The Christian teachers have, however, to base

their teaching methodology on the teaching of God in the Bible, particularly integrating faith

and learning (IFL) in the classroom. This case study, using a qualitative approach through the

interview and observation, aims at the teachers’ integration of IFL in teaching English

language and students’ attitude towards the IFL in the classrooms in a particular language

institute in Cavite, Philippines. This report includes teachers’ practice of IFL manifest

students’ acquisition of English language and strongly build students’ attitude towards God

spiritually and academically.

Keywords: teachers, students, faith, learning, Adventist education, Christian, English,

language, class, teaching, and learning, case study

INTEGRATION OF FAITH AND LEARNING 3

Teachers’ Implementation of IFL in

Language Institute in Cavite

Integrating faith and learning is a common topic among Christian researchers, editors,

teachers, and professors. In fact, the values and principles have been written and discussed in

many books and journal articles. A few studies, however, have been conducted on integrating

faith and learning (IFL) and have little observed the students’ attitude towards IFL in the

language institutes (Bailey, 2012; Lessard-Clouston, 2013).

Integrating faith and learning have started since the creation of man; which is the

central foundation of Christian schools and institutions to ultimately integrate faith into

teaching. It is imperative for teachers and students have a Christian perspective on learning,

to inculcate the desire righteously, and to be guided by the Holy Spirit (Binkley, 2007; Harris,

2004; Holmes, 1987; Thomas, 2011). According to Taylor V (2013) and White (2010),

Adventist teachers are entrusted to practice the teaching of Christ in institutes which will

entail the development of students’ spiritual, mental, physical, and social life.

Although integration of faith and learning has been practiced and implemented in

teaching at Christian institutions, it is still a complex issue for teachers, lecturers, and

professors (Blath & Wa-Mbaleka, 2016). To deeply implement IFL in teaching is a strong

need in Christian institutions because a Christian institution without IFL is an institution only

by name (Blath & Wa-Mbaleka, 2013). This paper is focused on integrating faith and learning

that bases on the Adventist philosophy of education, the component of IFL in teaching

English, the teachers’ role of implementing IFL and students’ attitude towards the IFL in the

institutes.

Background of the study

The practices of integrating faith with learning in the classroom have its foundation

on the bible which is necessary, imperative and defendable by scriptures in the bible (Taylor,
INTEGRATION OF FAITH AND LEARNING 4

2012). Through literature study, the students are not only to be introduced to the great writers

of this world, but they should be able to view issues of importance in the controversy

between good and evil from the bible in a much significant way with the help of literature

study (Knight, 2010).

Problem Statement

The core emphasis of Adventist education has practiced the integration of faith and

learning in institutes, schools, and institutions for over four decades now. Implementing IFL,

however, in different fields and settings requires teachers and professors to apply IFL in

institutes, and students’ attitude towards IFL has been little addressed (Bailey, 2012; Blath &

Wa-Mbaleka, 2016; Lessard-Clouston, 2013). The case study will be conducted in language

institutes in Cavite to determine the teachers’ practices and students’ attitude towards IFL.

Purpose Statement

This qualitative study finds teachers’ integration of faith and learning in language

institutes and students’ attitude towards IFL. According to Blath and Wa-Mbaleka (2016),

both teachers and students represent the life of Jesus Christ and His sacrifice which can be

learned in the classroom. Data will be gained through the interviews and silent observation in

language institutes in Cavite, Philippines.

Theoretical Framework

This study is based on the Seventh-day Adventist belief that the Word of God is

“inspired, trustworthy, and authoritative” and it is viewed as the “core ingredient of Adventist

education” to inculcate the integration of faith and learning in all the Adventist institutions

around the world (Taylor V, 2012, p. 8). Integrating faith and learning approach can be

described in various ways, but its fundamental concept is based on Philippians 2:5, “Let this

mind be in you which was also in Christ Jesus” (Taylor V, 2012, p. 8).
INTEGRATION OF FAITH AND LEARNING 5

Christian teachers commonly implement the integration of faith and learning from the

perspectives of guiding and helping the students. It means that individual teachers practice

the values and principles of integrating faith and learning in the actual classroom. Therefore,

it is important to understand the actual implementation of faith in teaching English and the

role of students in perceiving faith from the classroom.

According to Taylor V (2012), the IFL has these components: faith, learning, life, and

integration. Jesus Christ asked His disciples, “When the Son of Man comes, will He really

find faith on the earth?” (Luke 18:8) to ensure His disciples that faith is a “reasonable

commitment, based upon evidence of God” (Taylor, V, 2012, p. 10). With this in mind, we

will be guided by the theoretical framework of the Integrated Curriculum paradigm of John

Wesley Taylor V based from Deuteronomy 6:4-9 which comprises eight aspects. First, the

teachers identify God “as the focus of the educational program” (p. 11). Second, teachers

must always teach in the context and scope of love; students must understand and be engaged

with the lessons to awaken their mind about the truth of life and the will of God. Third, the

source of teaching must be in the Word of God — “written, illustrated, and living” (p.

11). Fourth, teachers as the instrument—committed, dedicated, devoted to Christian

Education. Fifth, this specifies the process and setting of Bible-based education: “links theory

and practice throughout the spiritual learning experience” (p. 11). Finally, the teaching-

learning experience dimension must be centered to God: His words are to be a guide on how

to act for physical development and point the thoughts so to have intellectual growth.

As Knight (2015) stated that IFL education touches not only the Bible-related

resources but also every extra-curricular in or out of the classroom and since the problem of

faith-based education comes to view when practically implementing faith in the classroom,

Taylor V (2001) suggested an efficient instructional strategy for practically implementing

integration faith and learning in the classroom. This instructional strategy imposes four
INTEGRATION OF FAITH AND LEARNING 6

components of the instructional strategy that can be used in the institution and in the

classroom. The instructional components such as the contextual, illustrative, conceptual, and

experiential aspects of integrating faith-based education are discussed. Contextual touches the

aspects of tactical, ornamental and environmental of the institution in introducing Bible in the

school campus. The illustrative and conceptual components touch the instructional strategies

in implementing faith-based education. It illustrates the way of using narrative, analog, and

the teachers’ behavior as for the student to understand the word of God. The conceptual

component helps teachers to relate the text, theme and ethics of the bible to the contents

taught. Finally, the experiential components touch the aspect of the student’s experience of

faith integration through personal experience, social interaction, and faith shared experience.

This strategy helps the institution and teachers in applying the philosophy into

practice, apply faith-based curriculum for faith-based teaching. It gives the teacher strategies

to implement a faith-based teaching and gives a chance for evaluators to inquire or observe

the degree of whether the institution or teacher carry out the faith-based curriculum. It also

makes it easy to observe whether the students enjoy faith-based teaching. Based on this

theoretical framework, the teachers will be tested by teaching strategies used in related bible

topics, themes, and ethics for each course topic. The students will be observed whether they

receive bible knowledge and experience teaching in the classroom.

Review of Literature

The core emphasis of integrating faith and learning has been studied and implemented

in many institutes, schools, and institutions; yet it is still an issue for teachers and professors

(Blath & Wa-Mbaleka, 2016). This literature review briefly presents the Adventist philosophy

of education which contributes the fundamental foundation of Adventist institutions. It also

presents the components of integrating faith in teaching English. And finally, it addresses the
INTEGRATION OF FAITH AND LEARNING 7

students’ attitude towards IFL in the institutes, based on both the primary sources and recent

literature published within the last five years.

Adventist Philosophy of Education

Adventist education is based on the philosophy of religious and philosophical views

of the Bible. The word of God as stated in the Bible is inspired, trustworthy, and authoritative

(2 Timothy 3:16). Akers (1989) stated that Adventist education reflects the work of salvation

and redemption in the Bible. The Adventist Church has recognized the prophetic word of

Ellen White in which education, fulfilling the mission of the Bible, which is “redemption

through God’s Word” (Taylor, 2012). In reflecting the educational philosophy that Ellen

White stated in her book Education, Knight (2005) also stated that Adventist education

introduces Bible as the framework of thinking and testing. He further enhanced that meaning

as Adventist education taking the form of ministry in the work of redemption through

education.

Adventist Education takes the philosophy of the redemptive approach to restoring

students in the image of God (White, 2010). Akers (1995) explained that Adventist schools

are a place where students learn the word of God as integrated into classroom teaching. Thus

the main purpose of Adventist education is integrating faith and learning of the bible in the

classroom and outside the classroom (Tylor, 2012). Again Akers (2000) stated the reason

people should send their children to Adventist schools is because the word of God is taught

there. In fact, Knight (2005) reminds us that integrating faith should be the center of teaching

either in the classroom or in other curricular activities.

Components on Integration of Faith and Learning

According to Richards and Schmidt (2010), language is a channel of communication

between humans. Therefore, life without language is nothing; “… no communication, no

knowledge and no relationship” (Maidom-Lampadan, 2000, p. 170). As language is essential

INTEGRATION OF FAITH AND LEARNING 8

to human interaction so as Bible essential to Christian teachers in teaching-learning

communication.

Purposed as ever before, the Adventist educators are encouraged to teach students

from the perspective of God’s word and prepare them for His service (Knight, 2010; Isa

41:2). Norton (2013) pushes through the idea that teachers need to re-examine their identities

to have a greater understanding of how to deal with the countless challenges and

opportunities of language teaching-learning experience. Yet, it is a fact that the usage of the

Bible is of little use for language teaching (Lessard-Clouston, 2016, p. 1). As Knight (2010)

stated, teachers cannot follow through or integrate faith within or after teaching the lessons

even though they are not prohibited from referencing their belief in the classroom. In fact,

they are even encouraged to do so. As White (2010) supports the enabling of the students to

reach their highest potential of being selfless in God’s service so as Adventist teachers need

to do what they are called to do; Christian stewards of the mind.

In effect, Lessard-Clouston (2013) conducted a study in an Indonesian Christian

University and American Christian University to find whether IFL is taking place, and if so,

how several instructors from the university said that the components they use are the

materials with which they apply Christian themes, vocabularies, pronunciation materials,

prayer, positive attitude, and lectures to present students to theological terms and themes

(Lessard-Clouston, 2013). Still, others used writings, group discussion, and sharing life

experiences to introduce faith (Lessard-Clouston, 2013). There have been several discourses

about IFL in Language teaching yet there is a greater challenge to maintain the mindset of

teachers in IFL as they teach the English language.

Research Questions

1. What does the integration of faith and learning in second language learning setting

classroom include?
INTEGRATION OF FAITH AND LEARNING 9

2. What are the practices that occur in language institute that challenge English teachers

to integrate faith and learning in the classroom?

3. How can English teachers better prepare the lessons to integrate faith and learning in

the language institute?

4. What are the students’ attitudes towards faith and learning in the institute?

Methodology

The purpose of this case study was to explore and understand how English teachers

integrate faith in teaching and the students’ attitude towards the IFL. This qualitative case

study was conducted to study everyday activities and real-life events of the participants in the

classroom (Wagenaar, 2011; Yin, 2009). In this methodological section, the research design,

setting, sample and sampling procedure, participants, data collection, data analysis, ethical

considerations, and research reflectivity are introduced.

Research Design

The research used the case study design because it focuses on the in-depth exploration

of activity, event, process, or individuals based on the extensive data collection (Creswell,

2012; Kothari, 2004). Considering the imperative purpose of this study, a case study is

appropriate as it is used to describe the activities of the group, shared patterns of interaction,

examine the cultural theme of the study, and the characterization of real-life events (Creswell,

2012; Kothari, 2004; Yin, 2009). It helped to describe how teachers implement IFL in class

and students’ attitude towards the IFL.

Research Setting

Data for this case study was collected at a private language institute in the province of

Cavite, Philippines. It is an international language institute, including a diversity of races,

cultures, and nationalities. Teachers are all international whereas students are both Filipino

and international. The classrooms are well arranged and their sizes are big enough to
INTEGRATION OF FAITH AND LEARNING 10

accommodate the students at each level. Other learning facilities such as computer, cassettes,

projectors, and DVD players are equipped for effective learning.

Research Participants

Through purposive sampling three language teachers and four ESL students were

selected. The four student participants represented the different level of ESL classes. The

teacher participants that were selected also represented teachers from different ESL

instructional level. The three teacher participants were all females. The gender of the students

that were selected were two female and two male students.

Sample and Sampling Procedure

The research sample of this case study included teachers and students at the selected

language institute. The participants were selected from each level of the class teachers and

students in order to gain the intended objective of students’ attitude towards IFL and how

teachers implement it in class. The purposive sampling study intended to gain the data from

teachers and students who were able to provide certain in-depth information (Creswell, 2012;

Kothari, 2004). The method of selecting language teachers for the purposive sampling was

based on the following characteristics: the length of teaching, the religious background, and

the nationalities. Students were also selected based on the characteristics of the religious

background, the nationalities, and the different class levels.

Research Instrument

The instruments used were developed by the researcher for the use of this qualitative

case study. The instruments were developed and adapted from Taylor V’s (2001) theory of

the strategies for integrating faith and learning to practically instruct faith-based instruction

in the classroom. Each faith- based instruction were categorized into different components

that touched the context, the illustration, the concept of teachers’ faith based instruction, and

the experience of the learners. The instruments included individualized interview questions
INTEGRATION OF FAITH AND LEARNING 11

for the language teachers (see Appendix A) and focus- group interview questions for the

student (see Appendix A). An observation checklist (see Appendix D) was also developed for

observing the teachers’ faith based instruction. The instruments that were used for the study

focused on the findings of the teachers’ faith-based instruction in the components and area of

the context, illustration, concept of teachers’ instruction, and the student’s experience. The

findings of the study were triangulated by the data collected from the interviews,

observations, and the reflective field notes. The instruments were validated by four experts

who specialized in research and in the area of study that was to be done.

Data Collection

The data were collected using the different instruments (see Appendix A, and D) that

were developed for the study. The interviews were about one hour session for the student and

teacher participants. Data collected from the interview were done after the participants signed

the informed consent (see Appendix B and C). Before each interview, the participants were

explained of the purpose of the study and the confidentiality issue between each participant;

and the information they give of other participants. The information from the interview were

recorded with two electronic devices. The field notes such as the descriptive and reflective

journal were used for the purpose of data triangulation (Creswell, 2012).

The participants were observed in the classroom. The purpose, the aim, the

involvement of the participants, and researchers in the study prior to the study. The

researchers initially took part in the class or class action; and later switched to the role of an

external observer. Each observation session took about an hour as one class session or period.

The observation instrument checklist (See Appendix D) and field notes were used during the

data collection.
INTEGRATION OF FAITH AND LEARNING 12

Data Analysis

The data were analyzed through the following procedure of Thomas (2011) about the

“constant comparative method: eliciting themes”. Out of the ten steps he used, three steps are

taken to best analyze the data: (1) Examine all the data: field-notes, audio, document,

interview, silent-observation; (2) Themes are taken according to the theoretical framework;

(3) Quotes to illustrate the themes taken. The theoretical framework was also used since it

helped determine which data is relevant for the study as went along the steps of our analysis

using Thomas’ procedure.

Ethical Considerations

The permission to conduct the study in the language institution was requested to the

director of the language institute. After the permit was accepted, the participants who were

selected were informed and recruited to participate in the study. Each participant was

informed of the research study and was willing to participate in the study by signing the

informed consent (see Appendix B for students and Appendix C for teachers). After the

informed consent forms were signed, the step of data collections was done accordingly

through the data collection procedures. The participants were given information for the

purpose of the study, the use of the information given in the interview and observations. The

participants were informed of the confidentiality, ethics, and their rights as participants of the

study. The researchers verified the interviews and observations follows, according to the

protocols and data collection processes. The participants’ cultural and personal issues would

be through the data collection process to prevent any disturbance or ethical issues from the

study.

Research’s Reflectivity

Research reflectivity is very important to legitimate and validate the research

procedures. All the researchers have been teachers in academies and colleges with more than
 INTEGRATION OF FAITH AND LEARNING 13

2 years of teaching. With these experiences, the researchers found similarities of themselves

to the participants and helped deepen the understanding of the data collection and findings of

this study. The validated instruments and research design were utilized. The researchers also

followed the procedure in interpreting and analyzing data that had been used for so many

case studies.

Results

The results presented based on the four pre-established concepts and themes. These

include the components of IFL in language setting, the factors and challenges of IFL for

English teachers, solution and practices of language teachers, and students’ attitude towards

integrating faith and learning.

Table 1

Summarized Data

Theme Category Key Concepts

1. Components of IFL in 1.1. Classroom setting 1.1.1 Bible
Language setting 1.2. Teacher’s Role Model 1.1.2 Character Building Books
1.3. Teaching Strategies 1.1.3 Adventist Magazines
1.4. Student Experience 1.1.4 Inspirational Quotes

1.2.1 Encouraging
1.2.2 Loving
1.2.3 Good mood and Cheerful
1.2.4 Helpful

1.3.1 Bible Reading

1.3.2 Devotional
1.3.3 Sharing Personal Experience
1.3.4 Bible Themed Lesson Activities

1.4.1 Student Devotional

1.4.2 Student Journal
1.4.3 Student reading reflection
1.4.4 Personal spiritual experience
2. Practices of IFL for 2.1 Practices 2.1.1 Devotional
English Teachers 2.2 Challenges 2.1.2 Bible Related Readings
2.1.3 Bible related Activities
2.1.4 Spiritual Lesson related to daily life
2.1.5 Spiritual Lessons related to Nature
2.1.6 Motivation and Support
 INTEGRATION OF FAITH AND LEARNING 14

2.2.1 Less Time

2.2.2 Teaching Load
2.2.3 Studying
2.2.4 Work and Family
2.2.5 Not many books and resources
2.2.6 Unnecessary to develop lesson plans
and outlines

3. Solutions/Practices of 3.1 Teachers’ Preparation 3.1.1 Have a term plan

Language Teachers 3.2 Teachers’ Teaching 3.1.2 Take IFL teaching Strategies Course
Strategies
3.3 Teachers’ Teaching 3.2.1 Bible related themes to the Lesson
Resources 3.2.2 Spiritual Lesson from Daily Object
3.4 Teachers’ Expectation 3.2.3 Spiritual Lessons from Nature

3.3.1 Biblical Chapter and Verse

3.3.2 Spirit of Prophecy Books
3.3.3 Online teaching materials
3.3.4 Online teaching activities
3.3.5 Video and Audio
3.3.6 Pictures

3.4.1 To develop spiritual close relationship

3.4.2 To be good listeners and speakers
3.4.3 To be enthusiastic and helpful

4. Students’ attitude 4.1 Spiritual Experience 4.1.1 Know Christ

towards IFL and teachers’ Before Language Institute 4.1.2 Practices in local church
practices of IFL in 4.2 Spiritual Experience 4.1.3 Less prayer
classroom setting After Language Institute 4.1.4 Not read the Bible much
4.3 Teachers’ Relation of 4.1.5 Pastor in home country
IFL 4.1.6 No time for family
4.4 Teaching Methods and
Resources 4.2.1 Individual prayer
4.2.2 Have time to share with others
4.2.3 Have time to approach Jesus
4.2.4 Grow spirituality
4.2.5 Hardship draws closer to God
4.2.6 Environment improves Spirituality
4.2.7 Have time for family
4.2.8 Prayer is the central in life

4.3.1 Teachers’ actions

4.3.2 Teachers as Role Model
4.3. 3 Teachers assign devotions to students
4.3.4 Teachers encourage them
4.3.5 Teachers explain Christ with examples
4.3.6 Teachers tell short story
4.3.7 Teachers pray for students
INTEGRATION OF FAITH AND LEARNING 15

4.4.1 Teachers use PowerPoint

4.4.2 Teachers use Pictures of Nature
4.4.3 Teachers assign slots by name for
sharing
4.4.4 Teachers use Personal Experience

Theme 1: The Components of IFL in Language Setting

Integrating faith in learning firmly stands as the central foundation of Adventist

education. The first theme in this study was the components of IFL in the language setting at

the selected language institute in Cavite, Philippines. The components of IFL in language

setting are classified into a classroom setting, teachers as role models, teaching strategies, and

students’ experience.

The results of this research showed that one of the imperative language setting was

the classroom setting. A safe, clean, comfortable, and attractive schoolroom can stimulate the

students’ positive learning experience (Maguad, 1999). For Adventist schoolrooms, teachers

must be creative way of integrating faith through using bible, character-building books,

Adventist magazines, and inspirational quotes.

Besides the components of IFL in language setting, the role of teachers in the

schoolroom represents the outcomes of the students. Students always look up to their

schoolroom teachers who display moral values, inspire and encourage them to strive for

success (Lumpkin, 2008). And it is also imperative of having good mood and cheerful,

loving, and helpful to the students especially for the Adventist teachers.

Not only are role models to students, but the teaching strategies used in the

schoolroom create obedient, faithful, and diligent students. In fact, diverse teaching strategies

are used to improve and strengthen the knowledge and understanding of students. For

Adventist teachers, having morning devotions, sharing personal experience, bible reading
INTEGRATION OF FAITH AND LEARNING 16

passages, and biblical theme activities embolden both the spiritual and real-life experiences

of the teachers and students.

Individual participants of language teachers showed that engaging students in the

schoolroom activities also create the vital learning experience and academic achievement

(Marisking, 2013). In the schoolroom setting in Adventist institutions, teachers assign each

student in schoolroom to lead a devotion, to write a reflective journal and reading

assignments, and to share personal spiritual experiences with their classmates.

Theme 2: The Factors and Challenges of IFL for English Teachers

Several components of IFL in a schoolroom setting have revealed the important

information for students and the language teachers. The second theme in this study was the

positive factors and challenges of IFL for English teachers. There were two categories in this

theme, including the positive factors and the challenges.

Integrating faith in learning shows teachers’ spiritual and personal experiences.

Christian teachers are entrusted to “train up a child in the way he should go” (Proverbs 22:6,

New International Version). And students’ parents also believe that Christian teachers have

care and concern for students in a schoolroom setting (Sargeant & Berkner, 2015). The life of

each English teacher must reflect on the image of God through leading devotions, assigning

related readings and activities, learning lessons from nature and daily-life, and truly

motivating the students.

Despite the positive factors of IFL, the participants also provided the challenges of

integrating faith in learning as English teachers. The results showed that the English teachers

have less time to prepare the teaching materials. They have a difficult time between job and

family. The language institute do not also have enough resources such as books and journal

articles. All the participants showed that since the selected language institute is based on
INTEGRATION OF FAITH AND LEARNING 17

Adventist education and most of the students are Seventh-day Adventist, it is not necessary to

prepare the IFL lesson plans and outlines.

Theme 3: The Solutions/Practices of Language Teachers

In education, teachers always have better ways to equip themselves in teaching. The

second theme is an endeavor to know how English teachers can better prepare the lessons to

integrate faith and learning in their ESL institutes. There are four categories in this theme,

including teachers’ preparation, teaching strategies, teaching resources, and teachers’

expectation.

It has been proven by Handler (2010) that when teachers are involved in the long term

plan in the curriculum, it will result in students improved performance in class. Additionally,

when teachers take IFL teaching strategies course it will eventually lead students to “develop

their spiritual aspects—close relationship with Jesus and the people around them—“ more as

ever before.

Moreover, teachers use bible related themes of the lesson plan during the activities

which help students realize that God’s word is with authority. Besides that statement, teachers

also use spiritual daily object and gain spiritual lessons from nature, such as bringing pebbles

and stones in the class to show how to trust in Jesus.

For teachers to drive spiritual implications in the classroom, they also require their

students to get reading topics and vocabularies from the Spirit of Prophecy. Further, they ask

students to get any topic from a reliable source and relate it with the themes of the Bible. The

teachers present videos and audios and even pictures to derive spiritual things within the

lesson and in the classroom as a whole.

On a further note, teachers encourage students to “build up their close relationship

with God…” A teacher commented that to better implement IFL, “teachers should be

energized and enthusiastic and help students reach their destination not only in terms of the
INTEGRATION OF FAITH AND LEARNING 18

academics, but also building up a strong relationship with God….but to help them find Jesus

and find a close relationship with Him. With this thought in mind, teachers should acquire the

trait of being a better listener than a speaker alone.

Theme 4: Students’ Attitude towards IFL and Teachers’ practices of IFL in the

classroom setting.

With all the solutions and practices of students discussed on the previous theme,

theme four focuses on four aspects: spiritual experience before the language institute;

spiritual experience after language institute; teachers’ relation of IFL; and teaching methods

and resources.

All the four students from different countries recounted that they knew Christ before

coming here; and since all of them are Christians, they all have different experiences about

Jesus even from their local churches. Despite this, others said they don’t read the Bible and

pray as much and because of church assignments; they cannot spend time with their family as

much as they want. Yet, they found themselves growing as they enrolled in the Institute.

Students found themselves soaked in individual prayer, opportunities to share spiritual

things in class activities and times to be alone with Jesus. The classroom setting and the

school setting helped them grow spiritually; they have recognized that failures draw them

closer to God. They have more time for their family and friends and most prayer has become

the central tool in their student life.

To achieve the aforementioned statement, teachers set themselves as examples to

students. Their actions show concern and anticipation for students to grow holistically; they

explain Christ by example. Teachers also mention stories, verses, phrases, and places of the

Bible according to the materials they have. Further, teachers assign students to lead in the

devotional; however, two out of four stated that leading out did not help them much since it is

obligatory yet the other two, quoted a positive note regarding the devotional assignments.
INTEGRATION OF FAITH AND LEARNING 19

They also motivate, encourage and pray to every student in the class. They also use different

approaches such as PowerPoint presentation, pictures of the nature, and personal experiences

between the teacher and the students and among the students themselves.

Emerging Theme: Summative evaluation of the Phenomenon

After interviewing language teachers and analyzing the data into themes: one new

theme began to emerge in the study. It was on the evaluation of teachers’ definition or

perception of faith and learning in relation to how much importance they give as teachers to

implement faith based teaching in the language classroom. Through careful study, it also

reveals that the language teachers’ perception, understanding or definition of, “integration of

faith and learning” effected their practices or methods on how they implement faith based

teaching in language teaching.

According to the findings, all the language teachers who participated in the study

agreed that faith based teaching was not only an integral part Adventist teaching but also a

responsibility of every Christian. However, the first language teacher or participant who

viewed integration of faith and learning as sharing God focused more on sharing spiritual and

inspirational lessons from the Bible through devotionals, through the reading of the Bible and

Ellen G. White’s writings and prayer. The second participants who defined integration of

faith as the way we live and represent Christ to the students focus much more on being a role

model as a Christian and being Christ like. Aside from devotionals and bible related

activities, the second participant focuses more on encouraging, motivating and praying for the

students who are discouraged by their experience in the language center. The participant

integrated faith and learning by being a role model and through living a Christ like character.

Finally, the third teacher participant who defined integration of faith and learning as

communicating and sharing Christian beliefs designed her teaching practices and lessons

based on the Bible and Christian beliefs. The participants also used methods such as
INTEGRATION OF FAITH AND LEARNING 20

connecting spiritual lessons with daily objectives and nature that reflects Christian beliefs.

The participants based each English lesson and topics from the English teaching from the

Bible by using features, character, stories and verses of the Bible. Therefore, it is concluded

that the perception or understanding of the language teacher could influence how the

participant integrate faith and learning in the language classroom.

Discussion

The selected purposive sampling used as an instrument provided accurate results. The

findings show teachers’ implementation of IFL in classes and students’ attitude towards the

IFL. The results of this study demonstrated the components of IFL in language setting, the

factors and challenges of IFL for English teachers, the solution and practice of language

teachers, and students’ attitude towards the integration of faith and learning.

The findings of this study suggest that teachers should have more preparation time for

the lessons in order to properly implement IFL in teaching. Language teachers should have

spiritual and real-life experiences. They play the central role model of the students (Lumpkin,

2008). In fact, they must also be Christ-like teachers, kind, enthusiastic, and supportive to the

students to reach their highest potential of being in God’s service (White, 2010).

The findings of this research study also revealed that the spiritual-life in Christ has

transformed as they have been studying in the selected language institute in Cavite. Adventist

schools educate students to understand the “redemption through God’s Word” (Taylor, 2012).

Although they have little faith and spiritual lifestyle before coming to this language institute,

these participants’ spiritual and personal lifestyle have been transformed and changed into the

new life in Christ.

Conclusion and recommendations

The findings of the study directly relate to the practical aspects of integration of faith

and learning for language teachers. The results discuss the different findings and their
INTEGRATION OF FAITH AND LEARNING 21

implications for daily teaching. It discovers the component of IFL in the language classroom

setting, the practices and challenges of language teachers in integrating faith and learning in

the language classroom, the recommendation and solutions for effective integration of faith

and learning. It ends with the students’ perception of IFL and points out the important role of

the teacher in integrating faith and learning in the classroom.

Integration of faith and learning takes an integral role in fulfilling the mission and

philosophy of Adventist education. Its importance is stressed in Adventist schools and

moreover it is the reason of existence for all Adventist Institutes as stated in the aim and

philosophy. However, different institution and different teachers have different perception and

understanding of the integration of faith and learning. The results of their understanding and

perception also influence the way or practice they have in implementing faith and learning.

Nevertheless, all participants in this study have come to an agreement that faith and learning

is an essential part of learning and moreover it is a life mission for everyone who is a

believer.

The findings revealed that the components of IFL in language teaching was not much

different in the traditional classroom teaching environment in Christian institutes. The

components in integrating faith and learning include preparing classroom setting that

complements a Christian environment and that enable the students to easily come in contact

with spiritual things through the classroom environment. The language teachers’ behavior as

a role model was important as well in integrating faith and sharing God in the classroom. The

way the students’ perceive the teacher as a loving, kind and cheerful person effected the way

they accepted the teachers’ integration of the Bible. Moreover, the different methods that the

teacher use to teach in language teaching as well as the experience and involvement of the

student in sharing their faith and spiritual experience was an integral component of language

IFL setting.
INTEGRATION OF FAITH AND LEARNING 22

The findings confirmed that the practices that the teacher use such as devotional,

Bible related readings and activities, spiritual lesson from daily objective and nature, and

motivating and supporting the students were also effective methods in integrating faith and

learning. The challenges of the integrating faith and learning was part of the language

teaching. In general, the teacher participants did not have major challenges in integrating

faith in the language classroom due to the reason of the institute being an Adventist

education. It is so because most of the students are Christian, the participants felt that there

were no challenges and moreover, they felt that is was not wrong to integrate faith in

teaching. However, some minor challenges such as lack of time, management between

teaching and study, lack of resources for instruction limit them to prepare and write a written

document of the lesson. Furthermore, the findings included that participants’ knowledge, in

faith based instruction could have affected the instructional methods and strategies the

participants use in integrating faith and learning effectively.

According the finding, the teaching strategies and practices recommend by the

participants was also beneficial for consideration. For effective integration of faith and

learning, the language teachers should prepare a term plan or at least curriculum guide. In

planning and including faith based instruction and methods the teacher could include Bible

related themes to the lesson, they could use daily objects and nature as relating and

illustrating spiritual lesson in the lesson plan. The teacher could use the Bible as the main

sources while collecting materials from the web or using video, audio or pictures related to

the Bible in integrating faith in the language teaching. Moreover, in integrating faith and

learning, it is also important that the language teachers have better expectations and

intentions. The teachers should develop a close relationship with the students, the teachers

should be good listeners and speakers and they should be enthusiastic, cheerful and helpful.
INTEGRATION OF FAITH AND LEARNING 23

In conclusion, the attitude of the students towards teachers’ integration of faith and

learning was positive. The teachers’ behavior and actions encourage them to grow spiritually

and draw closer to God. In general, the teacher as a person was also an integral part in

integrating faith and learning in the classroom apart from the different strategies and methods

that the teachers use.

Limitation of the Study

Although, the findings of the study could address the issues in the research questions,

there are limitations to the study that was done. First, the process of data collection and the

use of the instrument was limited due to the time period of the English language class. The

classroom observation as the instrument was not used because the language classes ended

before the observation could be done. This limited the actual data collection of observing the

teachers’ practice of integrating faith in the classroom. This limited the data collection and

data triangulation for the study. Second, as indicated in the finding, most of the teacher

participants did not write a personal written document of the lesson plan because it was not

required, although all the participants did plan or used the lesson plan as indicated in the

textbook. Although, the teaching materials, resources and classrooms were observed and

studied, the data were limited due to this. Thirdly, the familiarity between the participants and

the interviewers, and the experience of the interviewers in data collection could have limited

in receiving essential and significant information for the study.

Recommendations

The participants recommended some practices for language teacher for effective

implementation of IFL in the classroom. Firstly, for language teachers who are either

Adventist, but do not have educational training in the Adventist Education or teachers who

are or non-Adventists, but teaching in an Adventist Institution were recommended to take,

“Integration of Faith and learning Course” from the Universities that offer these Bible
INTEGRATION OF FAITH AND LEARNING 24

teaching methods classes. In having educated in the methods of integration of faith and

learning, the teachers become more effective and has more ideas in class preparation to

effectively implanted faith and learning in the classroom. The administrators should also

consider, “Integration of faith and learning Course” as a requirement for every teacher who

would be teaching at the Adventist Institute. This would give teachers in Adventist education

to effectively implement IFL and fulfill the mission of the Adventist education and

Philosophy.

Secondly, it was also recommended that language teachers deliberately take time for

preparation for effective integration of faith and learning in the classroom. This was

recommended in such that although there might be devotional, Bible reading, songs and Bible

activities which relate Bible to the teaching lessons, the integration of faith is

compartmentalized into separate compartments such as language teaching and Bible teaching

instead of the fusion or integration between English language lesson and faith integration.

Although the teachers understand the significance of integration of faith and learning in the

language lessons, without proper knowledge and careful preparation for integration of faith

and learning, the teacher would be in the situation where integration of faith and learning or

faith based integration of the Bible is at the risk of being downgraded into activity for the

students and teachers instead of effectively intermingling faith and teaching.

Further Research

For further research, a quantitative study could be done to find the relationship

between teachers’ perception or definition of integration of faith and learning and their

different practices and focus on integrating faith and learning in the classroom. This study

would help educators and administrators understand why different teachers integrate Bible

different in relations to how they understand or interpret integration of faith and learning.

Furthermore, a qualitative research study could be done in order to study the influence of
INTEGRATION OF FAITH AND LEARNING 25

faith based teaching on non-Adventist students who had received the Adventist education in

the past in relation to their attitude and performance concerning work, relationships, ethics

and academics. Through this research, a study can find the effectiveness of Faith based

teaching and the influence it has on people and their lives. It could also discover how much

the philosophy and mission of Adventist education is being fulfilled and done.
INTEGRATION OF FAITH AND LEARNING 26

References

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student development in Christian education. Journal of Research on Christian

Education, 21(2), 153-173 doi:10.1080/10656219.2012.698831.

Becker, R. D. (1993). Can there be faith in the language-arts classroom? The Journal of

Adventist Education, 56(2), 24-28.

Binkley, S. C. (2007, November 13). Integrating faith and learning in the foreign language

classroom. Christian Higher Education, 6(5), 429-438.

Blath, C. E., & Wa-Mbaleka, S. (2016, April). Integration of faith and learning in the ESOL

classroom. International Forum, 19(1), 61-82.

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating

quantitative and qualitative research (4th ed.). Boston, MA: Pearson.

Harris, R. A. (2004). The integration of faith and learning: A worldview approach. Eugene,

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Holmes, A. F. (1987). The idea of a Christian college (Revised ed.). Grand Rapids, MI: Wm.

B. Eerdmans Publishing.

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Research on the interrelationship of religion and ELT (pp. 115-135). London, UK:

Routledge.
INTEGRATION OF FAITH AND LEARNING 27

Lessard-Clouston, M. (2016). Biblical themes for Christians in language teaching. Paper

presented at the 15th Annual Cornerstone University ESL Conference, Gainey

Conference Center, Grand Rapids, Michigan, April 2, 2016. Retrieved from

https://www.cornerstone.edu/files/resources/lessard clouston2016biblicalthem

esforchristiansinl.pdf.

Lumpkin, A. (2008). Teachers as role models: Teaching character and moral virtues. Journal

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INTEGRATION OF FAITH AND LEARNING 29

Student Focus Group Interview

Introductory words
Hello, Everyone!
We are______________. We are grateful that you have helped us by taking part in
this focus-group interview. This is not an investigation or an experiment. This is a research
study done in the research methods class. Please make yourself free and comfortable during
this focus- interview. You are encouraged to take part and answer all the questions that are
asked. There are no rights or wrong answers to the questions that will be asked. However,
you are encouraged to answer the questions as honestly as you can.
There are no risks or benefits of taking part in the research study. However, if there
are questions you feel uncomfortable to answer, please let us know. Since this is a focus
group study, the information that is given and the information of the people involved in the
study should be confidential. You as participants must keep the information confidential
without sharing it with anyone whom you come in contact with. As participants of this study,
you have to right to either accept or refuse to take part. If you have decided to stop
participating during the interview, you have the rights as participants to leave the interview.
But, we encourage you to take part till the end of the study.
This interview is a one hour interview. The interview will be recorded. Notes will also
be taken for documentation. After the study is done, the recording and all the notes will be
destroyed and discarded. During the reporting of the study, your name will not be mentioned
or your identity revealed. We value your information and your identity will be confidential.
This study is about teachers’ implementation of integration of faith and learning in the
ESL language class. As a participant, you will be interviewed on your thoughts,
understanding of integration of faith and learning and your observation of the teachers’
methods and strategies of teaching Bible in the classroom. Your information will be
beneficial to discover how language teachers relate to the bible in a language class. Your
information will help us identify different methods and strategies that the language teachers
use to implement integration of faith and learning in the classroom.
Do you have questions? If you have none questions, please write your name and
signed on the informed consent form.
INTEGRATION OF FAITH AND LEARNING 30

Teacher Interview
Introductory words
Good morning,
We are_______________. We are grateful that you have helped us by taking part in
this focus-group interview. This is not an investigation or an experiment. This is a research
study done in the research methods class. Please make yourself free and comfortable during
this focus- interview. You are encouraged to take part and answer all the questions that are
asked. There are no rights or wrong answers to the questions that will be asked. However,
you are encouraged to answer the questions as honestly as you can.
There are no risks or benefits of taking part in the research study. However, if there
are questions you feel uncomfortable to answer, please let us know. As participants of this
study, you have to right to either accept or refuse to take part. If you have decided to stop
taking part during the interview, you have the rights as participants to leave the interview.
But, we encourage you to take part till the end of the study.
This interview is a one hour interview. The interview will be recorded. Notes will also
be taken for documentation. After the study is done, the recording and all the notes will be
destroyed and discarded. During the reporting of the study, your name will not be mentioned
or your identity revealed. We value your information and your identity will be confidential.
This study is about teachers’ implementation of Integration of Faith and Learning in
the ESL language Class. As a participant, you will take part in an individual interview session
for one hour. With your consent, we would also like to study and record the lesson plan and
teaching materials you use in the classroom. Your information will help in discovering the
difficulties of language teachers have in implementing IFL in ESL classroom. It will also
contribute to discovering the solutions to the problems of language teachers willing to
implement IFL in their language classes.
Do you have questions? If you have none questions, please write your name and
signed on the informed consent form.
INTEGRATION OF FAITH AND LEARNING 31

APPENDIX A

INTERVIEW QUESTIONS FOR STUDENTS (SEMI- STRUCTURED QUESTIONS)

1. Describe your spiritual experience before and after studying in the language center.

2. What is your opinion of teachers implementing Bible and Language teaching in your class?

3. Describe how your teachers relate/connect the Bible in your English language teaching?

4. What are the methods the teacher use when they connect Bible and English learning in

your class?

5. What are the teaching resources the teachers use for you to better relate to the Bible and

English language lesson?

INTERVIEW QUESTIONS FOR TEACHERS (SEMI-STRUCTURED QUESTIONS)

1. When you hear the phrase, “integration of faith and learning”, what does it mean to you?

How would you define, “Integration of Faith and Learning”?

2. How do you integrate IFL as a language teacher? How does integration of faith and

learning looks like in your classroom?

3. Is there anything or any condition that prevent you from effectively integrating faith and

learning in the classroom?

4. What would help you or what would you need to integrate Faith and learning more

effective? In your opinion, how can a language teacher better implement faith and learning in

the classroom?

5. What are the teaching methods or strategies you use when you integrate faith and learning

in the language classroom?

6. What are the resources you use when you implement IFL in the classroom?
INTEGRATION OF FAITH AND LEARNING 32

APPENDIX B
STUDY CONSENT FORM
Study Title:
TEACHERS’ IMPLEMENTATION OF IFL IN LANGUAGE INSTITUTE IN CAVITE
Study
This study is about, “Teachers’ Implementation of Integration of Faith and Learning in
Language Institute in Cavite”. As a participant, you will be interviewed on your thoughts,
understanding of integration of faith and learning and your observation of the teachers’
methods and strategies of teaching Bible in the classroom. Your information will be
beneficial to discover how language teachers relate to the Bible in a language class.
Moreover, your information will help us identify different methods and strategies that the
language teachers use to implement integration of faith and learning in the classroom.
The study is a study which requires your VOLUNTARY PARTICIPATION. You will
participate in a one hour (1 HOUR) focus group interview along with other students who will
agree to participate in this study. Your personal identity will be protected in relation to any
information you will give at the interview. All the documented information from the
interview will be disposed after the study is done. Your name will not be used, nor your
identity be revealed in the reporting that will be done on the data. However, your
responsibility as a participant is to abstain for revealing the identity relating to the privacy
and confidentiality of other participants. The information and discussion in the focus group
interview should not be revealed to any people in contact.
You are free to decide whether to participate or not participate with no obligation to
the researcher or any people involved in the study. You have the right as a participant to
terminate your involvement in the study at any time being.
After reading the consent form and if you are willing to voluntarily participate in the
study, please sign your name in the space below. Your participation will be much appreciated.
__________ ____________________________________________________
Date Participant’s Signature for Consent
Researchers: Mr. Thang Thawn Khai, Ms. September Jane Ranarez, Mr. Matthew Paul
INTEGRATION OF FAITH AND LEARNING 33

APPENDIX C
STUDY CONSENT FORM
Study Title:
TEACHERS’ IMPLEMENTATION OF IFL IN LANGUAGE INSTITUTE IN CAVITE
Study
This study is about, “Teachers’ Implementation of Integration of Faith and Learning in
Language Institute in Cavite”. As a participant, you will participate in an individual interview
session for one hour (1 HOUR). With your consent, we would also like to study and record
the lesson plan and teaching materials you use in the classroom. Your information will help in
discovering the difficulties of language teachers have in effectively implementing IFL in ESL
classroom. It will also contribute to discovering the solutions to the problems of language
teachers who are willing to effectively implement IFL in their language classes.
Your personal identity will be protected in relation to any information you will give at
the interview and the observation session in the classroom. All the documented information
from the interview and observation will be disposed after the study is done. Your name will
not be used, nor your identity be revealed in the reporting that will be done on the data.
You are free to decide whether to participate or not participate with no obligation to
the researcher or any people involved in the study. You have the right as a participant to
terminate your involvement in the study at any time being.
After reading the consent form and if you are willing to voluntarily participate in the
study, please sign your name in the space below. Your participation will be much appreciated.
__________ ____________________________________________________
Date Participant’s Signature for Consent
Researchers: Mr. Thang Thawn Khai, Ms. September Jane Ranarez, Mr. Matthew Paul
 INTEGRATION OF FAITH AND LEARNING 34
Appendix: D
Research Topic: Teachers’ Implementation of IFL in Language Institute in Cavite
Research Instrument: Observation Checklist

Introductory Section: This interview instrument is developed for the qualitative case study for the study titled, “Teachers’ Implementation of IFL in Language Institute in Cavite”. It is
based on John Wesley Taylor V (2001). Instructional Strategies for Integrating Faith and Learning. It is to discover the issues and challenges for language teachers in integrating
faith and learning in the classroom. This observation checklist is to address the research questions of the components included in the integration of faith and learning of ESL
classroom setting.

Item Components Questions Checklist

Contextual Yes No
Tactical Does the classroom aims, goals and objectives statements written indicate/reflect the Adventist educational Philosophy?

Ornamental Do the classroom decorations have Bible verses, quotes relating to faith-based teaching? (IFL)

Environmental Does the classroom structure, organization and activities reflect faith based learning?
Illustrative
Analogous Does the teacher give illustrations or examples related to the bible when teaching or explaining English terms?

Narrative Do the teachers use narratives (stories) from the Bible or Bible characters to better explain English Literature?

Exemplary Does the teacher reveal Christ like character when associated with the students? E.g. talk, behavior.
Conceptual

Textual Does the teacher identify text from the bible to relate to the teaching/learning experience? Does the teacher use text, devotional and
conclude with a prayer?

Thematic Does the teacher teach the English lessons with a Christian concept? Does the teacher relate the concepts of the lesson to the Concepts of
the Bible?
Valuative Does the teacher relate English teaching ethics (Grammar rules) to what the Bible says about ethics?
Experiential
Personal Does the teacher create activities that encourage students to experience God in the English Lesson?

Inter-relational Does the teacher creative and cooperative learning activities that enable students to work together and express Christian attitudes in the
ESL Class?
Declarative Does the teacher create activities and conditions that encourage students to share their faith and life with others in the classroom in
relation to their experience in English Learning?