Ideological and educational-political aspects of the link between language and faith—especially between Global English and Christianity—is a topic of growing interest in the field of English language teaching. This book explores the possible role and impact of teachers’ and students’ faith in the English language classroom. Bringing together studies representing a diversity of experiences and perspectives on the philosophies, purposes, practices, and theories of the interrelationship of Christianity and language learning and teaching, it is on the front line in providing empirical data that offers firm insights into the actual role that faith plays in various aspects of the language learning/teaching experience. By adding a data-based dimension, the volume contributes to the cultivation of valid research methods and innovative ways to analyze and interpret studies of the intersection of Christian faith and the practice of teaching and learning language.
Table of Contents
Foreword A. Suresh Canagarajah 1. Introduction: The Faithful Fence Mary Shepard Wong, Zoltán Dörnyei, & Carolyn Kristjánsson Part I: Christian Faith and Language Teacher Identity 2. Called to Teach: The Impact of Faith on Professional Identity Construction of Three Western English Teachers in China Mary Shepard Wong 3. The Role of Faith in the Power Balance between Christian Native Speakers and Taiwanese Teachers who Team Teach Shu-Chuan Wang-McGrath 4. Folk Linguistics, Content-oriented Discourse Analysis, and Language Teacher Beliefs Michael Pasquale 5. "Forever Changed:" Emerging TESOL Educators’ Cultural Learning and Spiritual Formation on a Study Abroad Trip in Myanmar Shuang Frances Wu & Mary Shepard Wong 6. Towards Understanding the Role of Faith in the Development of Language Teachers’ Identities: A Modest Proposal for Extending the Research Agenda Magdalena Kubanyiova Part I Discussion Questions Part II: Christian Faith and the English Language Learning Context 7. The Globalization of English and China’s Christian Colleges Don Snow 8. Faith and Learning Integration in ESL/EFL Instruction: A Preliminary Study in America and Indonesia Michael Lessard-Clouston 9. Putting Beliefs Into Practice in a Church-Run Adult ESOL Ministry Bradley Baurain 10. Frameworks for Investigating Faith and ESL: A Response to Snow, Lessard-Clouston, and Baurain David I. Smith Part II Discussion Questions Part III: Christian Faith, Motivation, and L2 Learning Process 11. The Role of Sacred Texts in Enhancing Motivation and Living the Vision in Second Language Acquisition Elfrieda Lepp-Kaethler & Zoltán Dörnyei 12. Cosmopolitanism, Christianity, and the Contemporary Chinese Context: Impacts upon Second Language Motivation Peng Ding 13. Christian Language Professionals (CLPs) and integrated vision: The stories of four educators Letty Chan 14. Christian Faith, Motivation and L2 Learning: Personal, Social and Research Perspectives Ema Ushioda Part III Discussion Questions Part IV: Resources and Conclusions 15. A Working Bibliography: Faith and Language Teaching Tasha Bleistein, Mary Shepard Wong, & David I. Smith 16. Conclusion: Faith & SLA: An Emerging Area of Inquiry Zoltán Dörnyei, Mary Shepard Wong, & Carolyn Kristjánsson
Mary Shepard Wong is Professor and Director of the field-based and online graduate programs in the TESOL Program at Azusa Pacific University, USA.
Carolyn Kristjánsson is Associate Professor at Trinity Western University, Canada.
Zoltán Dörnyei is Professor of Psycholinguistics in the School of English Studies, University of Nottingham, UK.