In the United States, this would be frowned on because of the requirement for the separation of church and state. There are probably church-based school that do this, but not schools operated by any level of government. It is not an appropriate role of the US government to advocate in favor of one religion over others.

For research purposes, it can be tested to record the effectiveness of such teaching materials, but it cannot be practically applied as course content in a school where students come from different cultural backgrounds. This type of teaching-learning material is suitable for the students of religious institutes only...

I remember about 10–12 years ago, in an extensive reading program for EFL students (3rd-year BA), I assigned a chapter from the New Testament for reading and analysis. Most students enjoyed the task, even though it was just one three-hour session among other readings, such as poems and literary pieces. The group was culturally homogeneous—everyone was Christian—so the text was suitable and acceptable.

You could consider trying something similar. Start by gathering your students' opinions to evaluate their comfort levels and interests. Then, include a short passage to introduce them to a new type of reading. This way, they can explore a fresh perspective while feeling involved in the selection process.

No creo recomendable integrar historias religiosas en el aprendizaje del inglés, ni de ninguna lengua. En la enseñanza - aprendizaje del inglés, como cultura general, se podría hablar de contenidos religiosos, si se desea que el estudiante obtenga el conocimiento, historia, existencia y desarrollo de alguna religión; mas no con la intencionalidad de involucrarlo en ésta. Para orientar religiosamente a los estudiantes, están sus padres, quienes generalmente, por cultura familiar, mientras son menores de edad; eligen la misma religión. Sin embargo, también, depende de las leyes del país de que se trate, si permiten o no hablar de región en las escuelas. En el mundo existen escuelas particulares, en su mayoría con un origen religioso, creadas con esa finalidad ético-moral y religiosa, Dependiendo de los padres, si desea esa formación para sus hijos. Dejemos a los padres esa misión, no a las instituciones escolares.

Dear Salama Saif Al-Siyabi ,

Integrating religious stories in teaching English as a foreign language can be highly effective. These stories offer rich cultural content that helps students understand context, vocabulary, and grammar in meaningful ways. Religious narratives often include moral lessons, historical contexts, and diverse linguistic structures, which can enhance comprehension and stimulate discussions. Moreover, they provide opportunities for students to engage with language through storytelling, a technique that promotes retention and fluency. However, it's important to ensure that the stories are culturally sensitive and appropriate for the students’ backgrounds to avoid misunderstandings.

Best,

Zylfije Tahiri