Sacred spaces in English classrooms: utilizing religious registers as a pedagogical bridge in multilingual Indonesia

Abstract

ABSTRACT Religious language is often overlooked in English education, where effective teaching is commonly associated with linguistic proficiency and secular, English-dominant norms. While multilingual pedagogy recognises learners’ cultural and linguistic resources, the interpersonal role of religious expressions in English classrooms remains underexplored. This study examined how religious registers function as pedagogical resources in multilingual English instruction through the lens of Systemic Functional Linguistics, focusing on tenor as the dimension of social relations, authority, and alignment. A qualitative case study involved four Indonesian multilingual pre-service English teachers during practicum. Data from classroom recordings, stimulated recall interviews, and field notes were transcribed and analysed. Findings showed three recurring patterns: all participants used greetings or prayer openings to soften authority while maintaining control; three participants responded to religious expressions to reduce anxiety and sustain participation; and all participants used religious closings to affirm students’ identities and belonging. The study shows that religious registers can support engagement, inclusion, and pedagogical legitimacy in culturally grounded English classrooms.