Contents

Chapters in this book

1. Frontmatter i
2. Contents vii
3. Contributors ix
4. Acknowledgments xv
5. Foreword: Complexifying our Understanding of Spirituality xvii
6. 1. Introduction: Why a Book on Spirituality and Language Teaching? 1
7. Part 1: Religious Faith and Teacher Identity
8. 2. The Dangers and Delights of Teacher Spiritual Identity as Pedagogy 15
9. 3. Buddhist Principles and the Development of Leadership Skills in English Language Program Administration and Teaching 32
10. 4. Attempting Interfaith Dialogue in TESOL: A Duoethnography 46
11. 5. Response to Part 1. Possibilities for Nonattachment: Investigating the Affective Dimension of Imposition 63
12. Part 2: Religious Faith and Pedagogical Practice
13. 6. A Buddhist in the Classroom Revisited 75
14. 7. The Relevance of Hinduism to English Language Teaching and Learning 85
15. 8. Multiple, Complex and Fluid Religious and Spiritual Influences on English Language Educators 103
16. 9. Response to Part 2. ‘Religious Faith’ and ‘Pedagogical Practice’: Extending the Map. A Response to Brown, Sharma and Vandrick 119
17. Part 3. Religious Faith and the Language Learning Context
18. 10. Language and Religion in the Construction of the Lebanese Identity 131
19. 11. Teachers’ Perceptions of the Interface between Religious Values and Language Pedagogy in Egypt 151
20. 12. Church-sponsored English as a Second Language in Western Canada: Grassroots Expressions of Spiritual and Social Practice 172
21. 13. Response to Part 3. Religious Faith and the Language Learning Context: Exploring the ‘Interface’ 195
22. 14. Spirituality and English Language Teaching: Moving Forward 207
23. Afterword: Spirituality in Language Teaching 216
24. Index 222