Abstract
In the conflict-affected era, there is now an urgent need for a peaceful world. Although the relevance of peace in language education, within English as a second language (ESL) or English as a foreign language (EFL), may seem irrelevant to some, the language of peace utilizes an interdisciplinary method that supports students in creating more reasonable discussions. Alternatively, the attention of language teaching is just on the development of cognition in preference to emotions, whereas methods that sustain the theory of the whole person through positive psychology should be presupposed. This review seeks to explore the connection between multiple dimensions of peace and the certain strategies and activities that can be implemented to build peace in EFL/ESL classrooms. Further, the related strategies on the issues, such as self-regulation, engagement, mindfulness, and motivations, are proposed. In a nutshell, the implications of peacebuilding for teachers, teacher-trainers, and future researchers are presented, and new directions for future research are set out.
Highlights
People around the world have confronted with diverse kinds of violence and conflicts derived from some sources, and such violence and conflicts may affect them in a negative way (Agnihotri, 2017); one way to react against violence and its negative effects is peace education that can be presented through personal, interpersonal, and ecological peace (Snauwaert, 2020)
Among the elements for such peace, positive communication is the key figure known as the language of peace that facilitates agreement in multiple dimensions via both verbal and nonverbal communications (Oxford, 2017)
A positive feature of peace makes its validation a matter of choice, representing a way of life where one decides on the growth of other’s wellbeing that has been accentuated by positive psychology (PP) whose purpose is to approve ways of living that are pleasant (Seligman, 2018), and bring about a life worth living (Csikszentmihalyi and Csikszentmihalyi, 2006)
Summary
People around the world have confronted with diverse kinds of violence and conflicts derived from some sources, and such violence and conflicts may affect them in a negative way (Agnihotri, 2017); one way to react against violence and its negative effects is peace education that can be presented through personal, interpersonal, and ecological peace (Snauwaert, 2020). As Malala Yousafzai, a Nobel Peace Prize winner, stated, education was the means through which peace could be achieved (Falk, 2013). Peace is a permanent progression that has four components, such as an outcome, a process through negotiation, an individual character, and a culture (Leckman et al, 2014). The whole world seriously needs peace at multiple levels, and the global role of English spotlights its dimensions to bring people together through language peace (Gkonou et al, 2021)
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