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Spirituality and English Language Teaching : Religious Explorations of Teacher Identity, Pedagogy and Context / ed. by Mary Shepard Wong, Ahmar Mahboob.

Contributor(s): Material type: TextTextSeries: New Perspectives on Language and EducationPublisher: Bristol ; Blue Ridge Summit : Multilingual Matters, [2018]Copyright date: ©2018Description: 1 online resourceContent type:
Media type:
Carrier type:
ISBN:
  • 9781788921534
  • 9781788921541
Subject(s): DDC classification:
  • 428.0071 23
LOC classification:
  • PE1128.A2 S635 2018
Other classification:
  • online - DeGruyter
Online resources:
Contents:
Frontmatter -- Contents -- Contributors -- Acknowledgments -- Foreword: Complexifying our Understanding of Spirituality -- 1. Introduction: Why a Book on Spirituality and Language Teaching? -- Part 1: Religious Faith and Teacher Identity -- 2. The Dangers and Delights of Teacher Spiritual Identity as Pedagogy -- 3. Buddhist Principles and the Development of Leadership Skills in English Language Program Administration and Teaching -- 4. Attempting Interfaith Dialogue in TESOL: A Duoethnography -- 5. Response to Part 1. Possibilities for Nonattachment: Investigating the Affective Dimension of Imposition -- Part 2: Religious Faith and Pedagogical Practice -- 6. A Buddhist in the Classroom Revisited -- 7. The Relevance of Hinduism to English Language Teaching and Learning -- 8. Multiple, Complex and Fluid Religious and Spiritual Influences on English Language Educators -- 9. Response to Part 2. ‘Religious Faith’ and ‘Pedagogical Practice’: Extending the Map. A Response to Brown, Sharma and Vandrick -- Part 3. Religious Faith and the Language Learning Context -- 10. Language and Religion in the Construction of the Lebanese Identity -- 11. Teachers’ Perceptions of the Interface between Religious Values and Language Pedagogy in Egypt -- 12. Church-sponsored English as a Second Language in Western Canada: Grassroots Expressions of Spiritual and Social Practice -- 13. Response to Part 3. Religious Faith and the Language Learning Context: Exploring the ‘Interface’ -- 14. Spirituality and English Language Teaching: Moving Forward -- Afterword: Spirituality in Language Teaching -- Index
Summary: 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.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9781788921541

Frontmatter -- Contents -- Contributors -- Acknowledgments -- Foreword: Complexifying our Understanding of Spirituality -- 1. Introduction: Why a Book on Spirituality and Language Teaching? -- Part 1: Religious Faith and Teacher Identity -- 2. The Dangers and Delights of Teacher Spiritual Identity as Pedagogy -- 3. Buddhist Principles and the Development of Leadership Skills in English Language Program Administration and Teaching -- 4. Attempting Interfaith Dialogue in TESOL: A Duoethnography -- 5. Response to Part 1. Possibilities for Nonattachment: Investigating the Affective Dimension of Imposition -- Part 2: Religious Faith and Pedagogical Practice -- 6. A Buddhist in the Classroom Revisited -- 7. The Relevance of Hinduism to English Language Teaching and Learning -- 8. Multiple, Complex and Fluid Religious and Spiritual Influences on English Language Educators -- 9. Response to Part 2. ‘Religious Faith’ and ‘Pedagogical Practice’: Extending the Map. A Response to Brown, Sharma and Vandrick -- Part 3. Religious Faith and the Language Learning Context -- 10. Language and Religion in the Construction of the Lebanese Identity -- 11. Teachers’ Perceptions of the Interface between Religious Values and Language Pedagogy in Egypt -- 12. Church-sponsored English as a Second Language in Western Canada: Grassroots Expressions of Spiritual and Social Practice -- 13. Response to Part 3. Religious Faith and the Language Learning Context: Exploring the ‘Interface’ -- 14. Spirituality and English Language Teaching: Moving Forward -- Afterword: Spirituality in Language Teaching -- Index

restricted access online access with authorization star

http://purl.org/coar/access_right/c_16ec

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.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 25. Jun 2024)