ABSTRACT
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.
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TABLE OF CONTENTS
part |82 pages
Christian Faith and Language Teacher Identity
chapter |20 pages
Called to Teach
chapter |21 pages
“Forever Changed”
chapter |7 pages
Towards Understanding the Role of Faith in the Development of Language Teachers' Identities
part |5 pages
Part I Discussion Questions
part |67 pages
Christian Faith and the English Language Learning Context
chapter |21 pages
Faith and Learning Integration in ESL/EFL Instruction
chapter |11 pages
Frameworks for Investigating Faith and ESL
part |4 pages
Part II Discussion Questions
part |61 pages
Christian Faith, Motivation, and L2 Learning Process
chapter |17 pages
Cosmopolitanism, Christianity, and the Contemporary Chinese Context
chapter |17 pages
Christian Language Professionals (CLPS) and Integrated Vision
chapter |7 pages
Christian Faith, Motivation, and L2 Learning
part |3 pages
Part III Discussion Questions
part |39 pages
Resources and Conclusions