MARC Record from marc_columbia

LEADER: 06170cam a2200565 a 4500
001 15860204
005 20221105230443.0
006 m o d
007 cr cnu---unuuu
008 090619s2009 nyu ob 001 0 eng d
035 $a(OCoLC)ocn403813174
035 $a(NNC)15860204
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020 $a9780203877807$q(electronic bk.)
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020 $z9780415999533$q(hardback)
020 $z0415999537$q(hardback)
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049 $aZCUA
245 00 $aChristian and critical English language educators in dialogue :$bpedagogical and ethical dilemmas /$cedited by Mary Shepard Wong and Suresh Canagarajah.
260 $aNew York :$bRoutledge,$c2009.
300 $a1 online resource (xx, 302 pages)
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
504 $aIncludes bibliographical references and indexes.
505 0 $aPart 1. Setting the tone : dialogue and discourse. Non-judgmental steps on a road to understanding -- Is dialogue possible? challenges to evangelicals and non-evangelicals in English language teaching -- First, the log in our own eye : missionaries and their critics -- A preliminary survey of Christian English language teachers in countries that restrict missionary activity -- Is dialogue possible? Anti-intellectualism, relativism, politics, and linguistic ideologies -- Dialogue and discourse -- Questioning religious "ideals" and intentionalities : staving off religious arrogance and bigotry in ELT -- Can we talk? Finding a platform for dialogue among values-based professionals in Post-positivist education. Part 2. Ideological and political dilemmas. Deconstructing/reconstructing the missionary English teacher identity -- English and education in anglophone Africa : historical and current realities -- Confronting the Empire : language teachers as charitable guests -- Christian English teachers' presence : reflecting Constantine or Christ? -- A former "missionary kid" responds -- Caught between poststructuralist relativism and materialism or liberal and critical multiculturalism? -- The English language and the Word of God. Part 3. Pedagogical and professional dilemmas. The courage to teach as a nonnative English teacher : The confession of a Christian teacher -- English teachers, language learning, and the issue of power -- Classroom guidelines for teachers with convictions -- The pedagogical dilemmas of faith in ELT : A dialogic response -- Power and change in ELT : thoughts from a fellow traveler -- Reconsidering roadside assistance : The problem with Christian approaches to teaching the English language. Part 4. Spiritual and ethical dilemmas. Spiritual dimensions in language teaching : A personal reflection -- Spiritual lessons learned from a language teacher -- The spiritual ecology of second language pedagogy -- Truth in teaching English -- Imperatives, dilemmas, and conundrums in spiritual dimensions of ELT -- Additive perspective on religion or growing hearts with wisdom -- A question of priorities -- Conclusion : Christian and critical language educators in dialogue : Imagining possibilities. Afterword : The dilemma.
588 0 $aPrint version record.
520 0 $aThe legacy of English teaching and Christian missionaries is a flashpoint within the field of English language teaching. This critical examination of the place of Christianity in the field is unique in presenting the voices of TESOL professionals from a wide range of religious and spiritual perspectives. About half identify themselves as "Christian" while the others identify themselves as Buddhist, atheist, spiritualist, and variations of these and other faiths. What is common for all the authors is their belief that values have an important place in the classroom. What they disagree on is whether and how spiritual values should find expression in learning and teaching. This volume dramatizes how scholars in the profession wrestle with ideological, pedagogical, and spiritual dilemmas as they seek to understand the place of faith in education. To sustain this conversation, the book is structured dialogically. Each section includes a set of position chapters in which authors explain their views of faith/pedagogy integration, a set of chapters by authors responding to these positions while articulating their own views on the subject, and discussion questions to engage readers in comparing the positions of all the authors, reflecting on their own experiences and values, and advancing the dialogue in fresh and personal directions.
650 0 $aEnglish language$xStudy and teaching$xForeign speakers.
650 0 $aEnglish language$xReligious aspects.
650 0 $aLanguage in missionary work.
650 0 $aEnglish teachers$xReligious life.
650 6 $aAnglais (Langue)$xÉtude et enseignement$xAllophones.
650 6 $aLangage et langues dans l'œuvre missionnaire.
650 6 $aProfesseurs d'anglais$xVie religieuse.
650 7 $aFOREIGN LANGUAGE STUDY$xEnglish as a Second Language.$2bisacsh
650 7 $aEnglish language$xReligious aspects.$2fast$0(OCoLC)fst00911568
650 7 $aEnglish language$xStudy and teaching$xForeign speakers.$2fast$0(OCoLC)fst00911692
650 7 $aLanguage in missionary work.$2fast$0(OCoLC)fst00992392
700 1 $aWong, Mary Shepard.
700 1 $aCanagarajah, A. Suresh.
776 08 $iPrint version:$tChristian and critical English language educators in dialogue.$dNew York : Routledge, 2009$z9780415999533$z0415999537$w(DLC) 2008051477$w(OCoLC)262430498
856 40 $uhttp://www.columbia.edu/cgi-bin/cul/resolve?clio15860204$zTaylor & Francis eBooks
852 8 $blweb$hEBOOKS