The Role of Axiological Dimensions in Foreign Language Education: Perspectives from Prospective Teachers

Abstract

This paper reports the results of a research study conducted in Croatia that examines how aware future nursery and primary school teachers (N = 123) are of the importance of values and of the possibility of transmitting values through foreign language (FL) teaching and intercultural content. The study focuses on traditional, educational, social, and cultural values. Data were collected using a single research instrument: a self-structured questionnaire. The questionnaire included a wide range of values, such as educational, ethical, personal, social, aesthetic, national, and intercultural values, including responsibility, honesty, solidarity, tolerance, openness, justice, environmental care, patriotism, religion, identity, avoidance of discrimination, racism, xenophobia, and acceptance of diversity.

Descriptive analysis shows strong consensus among participants on both the importance of values and the feasibility of transmitting them through teaching, in general and through FL instruction in particular. The findings emphasise the need to systematically integrate values education and intercultural competence into FL teacher education and curricula. Social values can be effectively promoted through collaborative and reflective activities, while sensitive values require carefully selected and balanced materials. Finally, the study points to the need for further research into classroom practices, long-term effects of value transmission, and the influence of different educational contexts.

Keywords: axiological aspects, foreign language cultures, foreign language teaching, intercultural activities, study of values