Language Teaching Research Quarterly

Rebecca L. Oxford’s contributions to academia extend well beyond language learning strategy research, for which she is well known, to embrace peace education in language classrooms. Inspired by her peace education philosophy, this study first describes the influence of Oxford’s scholarly research in peace approach. Then, it presents a case study of five preservice teachers, all native Turkish speakers, who were guided to adopt the peace approach philosophy to develop creative teaching materials to be implemented in the Practicum course. Throughout six hours of weekly lessons at a state middle school, the preservice teachers integrated peacebuilding activities into their English instruction. The analysis of the qualitative data from lesson plans, classroom observations, and reflective writings, revealed compelling findings. Preservice teachers who implemented peacebuilding activities showcased increased competence and awareness of peace education philosophy, and they reported feeling more confident and fulfilled in their teaching. Children exposed to peacebuilding activities experienced a shift in their emotional state. It was also found that peacebuilding activities fostered inner harmony, boosted self-confidence, and enhanced children’s English learning engagement. The study highlights the crucial role of integrating peace education into teacher education programs, particularly for language teachers. Equipping educators with the tools and philosophies of peacebuilding can empower them to become agents of positive change, cultivating global citizens who embrace harmony and understanding.