Book contents
- Analysing Religious Discourse
- Analysing Religious Discourse
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- 1 Analysing Religious Discourse: Introduction
- 2 Interaction
- 3 Ethnography
- 4 Narrative
- 5 Multimodality
- 6 Rhetoric
- 7 Translation
- 8 Institutions
- 9 Media
- 10 Community
- 11 Education
- 12 Inter-religious Dialogue
- 13 Rituals
- 14 Metaphor
- 15 Emotion
- 16 Identity
- 17 Cognition
- 18 Sacred Texts
- 19 Ecology
- 20 Conclusion
- Key Terms
- References
11 - Education
Published online by Cambridge University Press: 18 June 2021
Edited by
Book contents
- Analysing Religious Discourse
- Analysing Religious Discourse
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- 1 Analysing Religious Discourse: Introduction
- 2 Interaction
- 3 Ethnography
- 4 Narrative
- 5 Multimodality
- 6 Rhetoric
- 7 Translation
- 8 Institutions
- 9 Media
- 10 Community
- 11 Education
- 12 Inter-religious Dialogue
- 13 Rituals
- 14 Metaphor
- 15 Emotion
- 16 Identity
- 17 Cognition
- 18 Sacred Texts
- 19 Ecology
- 20 Conclusion
- Key Terms
- References
Summary
Discusses education, looking specifically at how religious language interacts with educational settings where a teacher’s religious identity is a key part of their motivation for their work: Christians teaching English as a second or additional language in contexts where teachers are explicitly motivated by their religious beliefs.
Keywords
- Type
- Chapter
- Information
- Analysing Religious Discourse , pp. 179 - 196Publisher: Cambridge University PressPrint publication year: 2021
References
11.5 References
Arif, M. I., Rashid, A., Tahira, S. S., & Akhter, M. (2012). Personality and teaching: an investigation into prospective teachers’ personality. International Journal of Humanities and Social Science, 2(17), 161–171.Google Scholar
Atkinson, N. J. (1972). Teaching Rhodesians: A History of Educational Policy in Rhodesia. London: Longman.Google Scholar
Berger, P. L., & Redding, G. (2010). The Hidden Form of Capital: Spiritual Influences in Societal Progress. New York: Anthem Press.Google Scholar
Beauchamp, C. (2015). Reflection in teacher education: issues emerging from a review of current literature. Reflective Practice, 16(1), 123141.Google Scholar
Bourdieu, P. (2011). The forms of capital (1986). In Szeman, I. & Kaposy, T. (eds.), Cultural Theory: An Anthology (pp. 241–58). Chichester: John Wiley.Google Scholar
Burn, J., Marks, J., & Griffiths, B. (2001). Faith in Education: The Role of the Churches in Education: A Response to the Dearing Report on Church Schools in the Third Millennium. London: The Institute for the Study of Civil Society.Google Scholar
Chao, X., and Kuntz, A. (2013). Church-based ESL program as a figured world: Immigrant adult learners, language, identity, power. Linguistics and Education, 24(4), 466–78.CrossRefGoogle Scholar
Chen, D., and Yang, X. (2017). Improving active classroom participation of ESL students: Applying culturally responsive teaching strategies. Theory and Practice in Language Studies, 7(1), 79–86.Google Scholar
Ding, P. (2013). Cosmopolitanism, Christianity, and the contemporary Chinese context: Impacts on second language motivation. In Wong, M. S., Kristjánsson, C., & Dörnyei, Z. (eds.), Christian Faith and English Language Teaching and Learning: Research on Interrelationship of Religion and ELT (pp. 189–205). New York: Routledge.Google Scholar
Durham, L., and Kim, S. (2019). Training dilemmas and recommendations with volunteer instructors in small, faith‐based adult ESL programs. TESOL Journal, 10(1), 1–11.CrossRefGoogle Scholar
Guest, M. (2007). In search of spiritual capital: The spiritual as a cultural resource. In Flanagan, K. & Jupp, P. C. (eds.), A Sociology of Spirituality (pp. 181–200). Aldershot: Ashgate.Google Scholar
Iannaccone, L. R. (1990). Religious practice: A human capital approach. Journal for the Scientific Study of Religion, 29(3), 297–314.Google Scholar
Korthagen, F. A. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97.Google Scholar
Lessard-Clouston, M. (2013). Faith and learning integration in ESL/EFL instruction: A preliminary study in America and Indonesia. In Wong, M. S., Kristjánsson, C., & Dörnyei, Z. (eds.), Christian Faith and English Language Teaching and Learning: Research on the Interrelationship of Religion and ELT (pp. 115–35). New York: Routledge.Google Scholar
Madziva, R., McGrath, S., & Thondhlana, J. (2016). Communicating employability: The role of communicative competence for Zimbabwean highly skilled migrants in the UK. Journal of International Migration and Integration, 17(1), 235–52.CrossRefGoogle Scholar
Maxwell, D. (2006). Writing the history of African Christianity: Reflections of an editor. Journal of Religion in Africa, 36(3–4), 379–99.CrossRefGoogle Scholar
Middlebrooks, A., and Noghiu, A. (2007). Reconceptualizing spiritual capital: A meso-model for organizational leadership. In Singh-Sengupta, S. & Fields, D. (eds.), Integrating Spirituality and Organizational Leadership (pp. 675–81). New Delhi: MacMillan.Google Scholar
Norris, P., & Inglehart, R. (2004). Sacred and Secular: Religion and Politics Worldwide. New York: Cambridge University Press.Google Scholar
Palmer, P. J. (1990). Good teaching: A matter of living the mystery. Change: The Magazine of Higher Learning, 22(1), 11–16.Google Scholar
Pennycook, A., and Makoni, S. (2005). The modern mission: The language effects of Christianity. Journal of Language, Identity and Education, 4(2), 137–55.CrossRefGoogle Scholar
Rey, T. (2004). Marketing the goods of salvation: Bourdieu on religion. Religion, 34(4), 331–43.CrossRefGoogle Scholar
Shah, R. S., & Shah, T. S. (2010). How Evangelicanism–Including Pentecostalism–Helps the Poor: The Role of Spiritual Capital. In Berger, P. L. & Redding, G. (eds.), The Hidden Form of Capital: Spiritual Influences in Societal Progress (pp. 61–90). London: Anthem Press.Google Scholar
Smith, D. (2000). Faith and method in foreign language pedagogy. Journal of Christianity and Foreign Languages, 1(1), 7–25.Google Scholar
Snow, D. B. (2001). English teaching as Christian Mission: An Applied Theology. Scottsdale, PA: Herald Press.Google Scholar
Thondhlana, J., and Madziva, R. (2017). English language as an integration tool: the case of Syrian refugees to the UK. In Erling, E. J. (ed.), English across the Fracture Lines: The Contribution and Relevance of English to Security, Safety and Stability in the World (pp. 63–71). London: British Council.Google Scholar
Van Dyk, J. (2000). Craft of Christian Teaching: A Classroom Journey. Sioux Center, IA: Dordt College Press.Google Scholar
Varghese, M. M., and Johnson, B. (2007). Evangelical Christians and English language teaching. TESOL Quarterly, 41(1), 5–31.Google Scholar
Verter, B., (2003). Spiritual capital: Theorizing religion with Bourdieu against Bourdieu. Sociological Theory, 21(2), 50–174.CrossRefGoogle Scholar
West-Burnham, J., & Coates, M. (2005). Personalizing Learning: Transforming Education for Every Child. London: Network Educational Press.Google Scholar
Wong, M. S. Kristjánsson, C., and Dörnyei, Z. (eds.). (2013). Christian Faith and English Language Teaching and Learning: Research on Interrelationship of Religion and ELT. New York: Routledge.Google Scholar
Yang, F. (2005). Lost in the market, saved a McDonald’s: Conversion to Christianity in urban China. Journal for the Scientific Study of Religion, 44(4), 423–41.Google Scholar