Del 60 - New Perspectives on Language and Education

Spirituality and English Language Teaching

Religious Explorations of Teacher Identity, Pedagogy and Context

Häftad, Engelska, 2018

699 kr

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This collection of 16 reflective accounts and data-driven studies explores the interrelationship of religious identity and English Language Teaching (ELT). The chapters broaden a topic which has traditionally focused on Christianity by including Buddhist, Hindu, Muslim and non-religious perspectives. They address the ways in which faith and ELT intersect in the realms of teacher identity, pedagogy and the context and content of ELT, and explore a diverse range of geographical contexts, making use of a number of different research methodologies. The book will be of particular interest to researchers in TESOL and EFL, as well as teachers and teacher trainers.

Produktinformation

Utgivningsdatum2018-08-09
Mått156 x 234 x 13 mm
Vikt385 g
FormatHäftad
SpråkEngelska
SerieDel 60 i New Perspectives on Language and Education
Antal sidor228
FörlagMultilingual Matters
ISBN9781788921527

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Mary Shepard Wong is a Professor in the Global Studies, Sociology and TESOL Department, Azusa Pacific University, USA. She is the co-editor of Christian Faith and English Language Teaching and Learning (with C. Kristjánsson and Z. Dörnyei, 2013, Routledge) and Christian and Critical English Language Educators in Dialogue (with A.S. Canagarajah, 2009, Routledge).Ahmar Mahboob is Associate Professor at the University of Sydney, Australia. He is the co-editor of Language and Identity across Modes of Communication (with D.N. Djenar and K. Cruickshank, 2015, Mouton De Gruyter) and English in Multilingual Contexts (with L. Barratt, 2014, Springer).

List of ContributorsAcknowledgementsForeword: Suresh Canagarajah: Complexifying Our Understanding of SpiritualityChapter 1. Mary Shepard Wong: Introduction: Why A Book on Spirituality and Language Teaching? Part I. Religious Faith and Teacher IdentityChapter 2. Mary Shepard Wong: The Dangers and Delights of Teacher Spiritual Identity as PedagogyChapter 3. MaryAnn Christison: Buddhist Principles and the Development Leadership Skills in English Language Program Administration and TeachingChapter 4. Joel Heng Hartse and Saeed Nazari: Attempting Interfaith Dialogue in TESOL: A DuoethnographyChapter 5. Ryuko Kubota: Response to Part I: Possibilities For Nonattachment: Investigating the Affective Dimension of ImpositionPart II. Religious Faith and Pedagogical PracticeChapter 6. Sid Brown: A Buddhist in the Classroom RevisitedChapter 7. Bal Krishna Sharma: The Relevance of Hinduism to English Language Teaching and LearningChapter 8. Stephanie Vandrick: Multiple, Complex and Fluid Religious and Spiritual Influences on English Language EducatorsChapter 9. David Smith: Response to Part II: ‘Religious Faith’ and ‘Pedagogical Practice’ – Extending the Map: A Response to Brown, Sharma and VandrickPart III. Religious Faith and the Language Learning ContextChapter 10. Kassim Shaaban: Language and Religion in the Construction of the Lebanese Identity Chapter 11. Deena Boraie, Atta Gebril and Raafat Gabriel: Teachers’ Perceptions of the Interface between Religious Values and Language Pedagogy in EgyptChapter 12. Carolyn Kristjánsson: Church-Sponsored ESL in Western Canada: Grassroots Expressions of Spiritual and Social Practice Chapter 13. Brian Morgan: Response to Part III: Religious Faith and the Language Learning Context: Exploring the InterfaceChapter 14. Ahmar Mahboob and Eve Courtney: Spirituality and English Language Teaching: Moving ForwardAfterword: Henry Widdowson: Spirituality in Language Teaching

This much-needed collection provides abundant and valuable support for English teachers thinking through the significance of their spirituality in their professional practice. The authors illuminate ways teachers’ belief systems – whether under the guise of formal religion, ethically informed value system, political or ideological stance, or philosophy explicitly detached from organized religion – weave themselves intractably into every corner of their pedagogical lives.