Integrating Islamic Values into English Language Teaching: Ethical and Contextual Perspectives examines English language education in Muslim educational settings, positioning language not merely as a communicative tool but as a medium for meaning-making, character formation, and ethical responsibility. The book challenges the assumption that language teaching is value-neutral and argues that educational practices are inherently intertwined with cultural, moral, and social dimensions.

Through an ethical and contextual pedagogical approach, the book explains how core principles of Islamic education, such as tarbiyah, ta‘līm, and ta’dīb, can provide orientation for curriculum design, classroom interaction, and the selection of English language learning materials. Islamic values are not presented as imposed doctrines but rather as ethical lenses that support learners in developing moral awareness, critical reasoning, and cultural sensitivity within the language-learning process. The book is thematically structured and engages with issues closely connected to the lived experiences of Muslim communities, including halal ethics, family and parenting, religious rituals, digital culture, and narratives and storytelling.

These themes are employed as meaningful and relevant contexts for English language learning that align with character education goals while maintaining a strong focus on linguistic competence. Intended for educators, students, and scholars concerned with the English language and Islamic education, the book serves as a reference for developing language-teaching practices that balance linguistic proficiency, cultural awareness, and ethical responsibility. Overall, it offers a contextual and humanistic pedagogical perspective for advancing English language education in Muslim educational environments and within a plural global society.