ABSTRACT
In language teaching publications, Christian scholars have explored ways in which their spirituality and faith might positively influence their pedagogy (Baurain, 2007; Palmer, 2007; Scovel, 2004; Smith, 2000; Smith & Osborn, 2007; Smith, Sullivan, & Short, 2006; Snow, 2001), while other scholars have raised concerns about Christianity and ELT and the use of English teaching by Christian missionaries (Edge, 1996, 1997, 2003, 2004, 2006; Johnston, 2003; Johnston & Varghese, 2006; Pennycook & Coutand-Marin, 2003; Pennycook & Makoni, 2005; Vandrick, 2002; Varghese & Johnston, 2007). This has caused Christians to ask some difficult questions about the actual and potential ways in which their spiritual identity impacts their language teaching and the profession of TESOL (Wong, 2005a, 2005b, 2006, 2007). In this chapter, I posit that a reconstructed identity from a “missionary who is teaching to gain access” to a “global Christian professional language teacher” has the potential to redress the concerns raised while enhancing many of the benefits that can occur when teachers align their spiritual and professional identities and live and work with a newfound wholeness and integrity that respects their faith, profession, colleagues, and students.
