<![CDATA[ English language teaching (ELT) is increasingly positioned as a pedagogical space where language competence, intercultural awareness, and inclusive character formation are developed together. In Islamic schools, ELT concerns not only listening, speaking, reading, and writing proficiency, but also how learners use English to negotiate difference, express respect, and participate responsibly in plural societies. Yet, empirical studies on religious moderation in Indonesian ELT remain limited, particularly in Southwest Papua, and few systematically connect moderation values with specific language skills. This study examined the integration of religious moderation values in English learning at MAN Kota Sorong and Darul Hufadz Islamic Boarding School in Sorong Regency, Southwest Papua. Using an explanatory sequential mixed methods design, data were collected from 52 proportionally selected students out of 522 through a 40 item Likert scale questionnaire, followed by semi structured interviews with six purposively selected students. The study focused on national commitment, tolerance, nonviolence, and acceptance of diverse traditions as integrated into listening, speaking, reading, and writing. The findings showed high implementation (M = 4.21), with tolerance as the strongest indicator (M = 4.40) and speaking as the most prominent skill domain (M = 4.35). Conversely, acceptance of diverse traditions (M = 4.12) and writing (M = 4.09) required stronger support through localized materials, reflective prompts, and clearer scaffolding. This study offers an original ELT based integration model that positions English classrooms as sites for moderation oriented communication, curriculum innovation, teacher preparation, and peaceful intercultural engagement in multilingual and multicultural education.]]>
