https://doi.org/10.21832/WONG1534

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