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Articles 1 - 18 of 18
Full-Text Articles in Education
The History, Nature And Future Of Faith-Informed Research In English Language Teaching, Mary Shepard Wong
The History, Nature And Future Of Faith-Informed Research In English Language Teaching, Mary Shepard Wong
International Journal of Christianity and English Language Teaching
Although scholarship on Christian faith and education is well established (see Bleistein, Wong, & Smith, 2013), research of Christian faith and English language teaching (ELT) is just starting to emerge. As the recent volume edited by Wong, Kristjánsson, and Dörnyei (2013) demonstrated, what started as a debate on the dilemmas of imperialism in Christian missions (Wong & Canagarajah, 2009a), “has enlarged to include empirical studies that demonstrate the importance of faith to the motivation of language learners, the impact of faith on ELT pedagogical approaches, and the significance of faith for teachers’ professional identity formations” (Bleistein, Wong, & Smith 2013, …
Front Matter
International Journal of Christianity and English Language Teaching
No abstract provided.
Editorial: Welcome To The Ijc&Elt!, Michael Lessard-Clouston, Xuesong (Andy) Gao
Editorial: Welcome To The Ijc&Elt!, Michael Lessard-Clouston, Xuesong (Andy) Gao
International Journal of Christianity and English Language Teaching
No abstract provided.
Is English A Force For Good Or Bad?, Kitty B. Purgason
Is English A Force For Good Or Bad?, Kitty B. Purgason
International Journal of Christianity and English Language Teaching
A survey of university students in China and Kuwait asked for their opinions about the effects of English on various aspects of their life and world: personal character and morals, material well-being, spiritual or religious development, family ties, local social change, international peace or conflict, and international interpersonal harmony. The results were overwhelmingly positive. Both the literature review and specific comments by some respondents suggest positive effects of English that can be encouraged and negative ones that may be countered through language policy, curriculum and materials, or classroom teachers. I also offer suggestions for future research and classroom teachers.
Addressing Reconciliation In The Esl Classroom, Michael K. Westwood
Addressing Reconciliation In The Esl Classroom, Michael K. Westwood
International Journal of Christianity and English Language Teaching
The extent to which teachers’ spiritual identities should inform their pedagogy has been a topic of much discussion among TESOL professionals. Under particular scrutiny have been Christian English teachers (CET), whose faith can be disconcerting to a multicultural field that strongly values diversity. Meanwhile, another conversation continues regarding ways in which language teaching can be used as a means of promoting social justice and global citizenship. This article attempts to add to these conversations by proposing that reconciliation should be addressed in the classroom and by suggesting that it is a topic of interest to both CET and others who …
Reviews, Jan Edwards Dormer, William Acton, Marilyn Lewis
Reviews, Jan Edwards Dormer, William Acton, Marilyn Lewis
International Journal of Christianity and English Language Teaching
No abstract provided.
Faith And Pedagogy: Five Voices From Japan, Paul Wicking
Faith And Pedagogy: Five Voices From Japan, Paul Wicking
International Journal of Christianity and English Language Teaching
Despite a recent increase in research into the relationship between faith and practice in ELT, the ways in which actual Christian teachers make meaning of their faith through pedagogy remains largely unexplored. There is little empirical data about the ways in which witnessing and evangelism are (or are not) conducted through English classes. The present study is an analysis of interview data collected from five evangelical Christian teachers living and working in Japan. The participants vary considerably in age and teaching context, yet all share a strong religious faith and a desire to express it through their profession. Each participant …
Nonnative English-Speaking Teachers’ Self-Perceived Language Proficiency Levels, Anxieties, And Learning Strategies, Hiromi Takahashi
Nonnative English-Speaking Teachers’ Self-Perceived Language Proficiency Levels, Anxieties, And Learning Strategies, Hiromi Takahashi
International Journal of Christianity and English Language Teaching
Research suggests that nonnative English-speaking teachers (NNESTs) suffer anxiety because of their self-perceived inadequate language ability. This paper reports on an online survey of 63 NNESTs and teacher trainees in English as a Second Language (ESL) and English as a Foreign Language (EFL) settings that investigated the participants’ perceived language abilities and their approaches to anxiety and language learning. The results reveal that more than half of the participants were content with their overall language abilities although their levels of contentment varied with distinct skills. The survey results also indicate a complex relationship between NNESTs’ perceived language proficiency levels and …
Entire Issue
International Journal of Christianity and English Language Teaching
No abstract provided.
Book Review: Jesus For Revolutionaries (Robert Chao Romero), Natalie M. Anna
Book Review: Jesus For Revolutionaries (Robert Chao Romero), Natalie M. Anna
Justice, Spirituality & Education Journal
No abstract provided.
An Introduction To The Twisselmann And Draycott Articles, Tim Stranske
An Introduction To The Twisselmann And Draycott Articles, Tim Stranske
Justice, Spirituality & Education Journal
Solomon (Proverbs 18:17) indicates that hearing one side of an argument sounds convincing until you hear the opposing point of view. The next two articles discuss conceptions of social justice, both emanating from scholars that have studied biblical theology and social justice, applying those fields of study to educational systems. Twisselmann, a public school teacher of philosophy and adjunct professor at Biola University, questions whether critical theory’s lack of a metaphysical component provides any valid grounding to make social justice judgments, while Draycott, a theologian at Talbot School of Theology, argues for Christians to humbly seek common ground with others …
Letter From The Editor, June Hetzel
Letter From The Editor, June Hetzel
Justice, Spirituality & Education Journal
No abstract provided.
Justice, The Gospel, And People With Disabilities, David W. Anderson
Justice, The Gospel, And People With Disabilities, David W. Anderson
Justice, Spirituality & Education Journal
The focus of this essay is on biblical justice in relation to persons with disabilities. The World Health Organization (2012) estimates that 15% of the world’s population includes people with disabilities. This staggering percentage means that there are over 47 million Americans with disabilities today and over one billion worldwide. As an outgrowth of the Civil Rights movement in the United States, the situation for some people with disabilities in the United States has continued to improve since the 1970s. However, in much of the world, individuals and families affected by disability continue to face injustice in the from of …
Book Review: Transformation Of The Different Other (Faustin Ntamushobora), Kay Henry
Book Review: Transformation Of The Different Other (Faustin Ntamushobora), Kay Henry
Justice, Spirituality & Education Journal
No abstract provided.
The American Way To Choose Ice Cream, Andy Draycott
The American Way To Choose Ice Cream, Andy Draycott
Justice, Spirituality & Education Journal
response is offered to Eric Twisselmann’s analysis and critique of social justice pedagogy, highlighting areas of theological agreement. An understanding of justice as social is explored through the concept of communication. Education as social communication of intergenerational learning is shaped by concerns for justice. The connection of justice and truth expounded by Twisselmann is critically endorsed, surfacing questions about the importance of choice in his account. How Christians may peaceably suffer as witness in current pedagogical debates is explored in final reflections.
Helping The Poor And Needy Through Education: Examining The Similarities Between Poverty Education Research And Orphan Education, Calvin Roso
Justice, Spirituality & Education Journal
God’s care and compassion for the less fortunate is mentioned throughout the Bible. This emphasis reminds the Christian educator that the act of helping the helpless is not a suggestion, but one’s Christian duty. James 1:27 says, “Pure and genuine religion in the sight of God the Father means caring for orphans and widows in their distress and refusing to let the world corrupt you” (NLT). Jeremiah 22:16 reminds us that to “know God” means helping the widow and the orphan. Likewise, Hosea 12:6 tells us to return to God, “Hold fast to love and mercy, to righteousness and justice, …
Truth, Justice Or The American Way?, Eric Twisselmann
Truth, Justice Or The American Way?, Eric Twisselmann
Justice, Spirituality & Education Journal
A review of current philosophy, research, and practice regarding the teaching of social justice reveals an unsettling paradox: While there has been a significant movement among educators to infuse and promote ideals of social justice within their curricula, this movement has been largely operating within a postmodern framework which, at its foundation, cannot sustain a unified theory of justice. Within such a postmodern framework, social justice pedagogy may be, at best, a well-intentioned but terribly fragmented social experiment, and at its worst, an unsettling prosecution of political hegemony. This paper will investigate the philosophical roots of this disconnect between theory …