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Relevant bibliographies by topics / Christian English teacher

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Academic literature on the topic 'Christian English teacher'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Christian English teacher"

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Mambu, Joseph Ernest. "CHALLENGES IN ASSESSING CHARACTER EDUCATION IN ELT: IMPLICATIONS FROM A CASE STUDY IN A CHRISTIAN UNIVERSITY." TEFLIN Journal - A publication on the teaching and learning of English 26, no. 2 (2015): 183. http://dx.doi.org/10.15639/teflinjournal.v26i2/183-208.

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In this article I examine some challenges of assessing character education in the context of Teaching English as a Foreign Language in Indonesia (TEFLIN). Major sources of character education in Indonesia (e.g., Kurikulum 2013) seem to be religious values. However, there are two salient problems. First, in religiously inspired character education, there are concerns about religious values imposition. Second, it is oftentimes vague what types of, and how, character education can be evaluated in English language teaching and learning settings. In the context of an EFL teacher education program in a Christian university that I studied, one Christian student showed her religious dogmatism in classroom interactions or elsewhere in which peers having different religious views were present. Students’ communicative competence in expressing religious values can be assessed by examining their growing self-reflexivity (which problematizes dogmatism), among others, in their discourse. Character education assessment rubrics are developed from the cases reported here, in light of: (1) the Indonesian government’s guidelines for assessing character education; (2) critical ELT; and (3) Celce-Murcia’s (2007) model of communicative competence.

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Häcker, Martina. "An Englishman’s Vindication of Scots: James Adams (1737–1802) — Jesuit, Teacher and Linguist." Historiographia Linguistica International Journal for the History of the Language Sciences 33, no. 1-2 (2006): 85–107. http://dx.doi.org/10.1075/hl.33.1-2.07hac.

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This article investigates the linguistic work of the English Jesuit James Adams (1737–1802). It places Adams’ work in the socio-cultural context of 18th-century linguistic writing, in particular with respect to two ongoing debates: (1) on a monogenetic vs. a polygenetic origin of language and (2) on the origins of Scots. Both of these were highly ideological debates, in the first case between a biblical and a scientific world view, and in the latter between those who were content with the political state of affairs (the Union of Scotland and England), and those who would rather have had an independent Scotland. Adams manages to reconcile linguistic evidence with monogenism, while his views on language and dialects are guided by ‘Christian philanthropy’. They contrast sharply with those of many of his contemporaries. In his “Vindication of the Dialect of Scotland”, which is the central part of the “Appendix” of hisPronunciation of the English Language(published in 1799), Adams strongly votes for Scottish linguistic independence, though not for political independence, even advocating a separate Scots spelling. The analysis of this work shows that his attitude to dialects is informed by his education and life as a Jesuit in the 18th century, his belief that all people are created as equals, his didactic concerns as a teacher, and the personal experience of an extended stay in Scotland.

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Saki, Michi. "JALT2014 Plenary Speaker article: Investigating concepts of desire, gender, and identity in language learners." Language Teacher 38, no. 4 (2014): 11. http://dx.doi.org/10.37546/jalttlt38.4-4.

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An interview with Kimie Takahashi, International Christian University, Tokyo Sponsored by the Gender Awareness in Language Education (GALE) SIG Over the course of her international career as a sociolinguist, Kimie Takahashi has spent many years working in Australia and Thailand. She has published widely on gender, race, and language learning, which she addresses in her new book Language Learning, Gender and Desire: Japanese Women on the Move (2013, Multilingual Matters). Takahashi is also the co-founder of the sociolinguistics website Language on the Move <languageonthemove.org>. In this interview, Takahashi discusses the motivation behind her research and the concept of akogare and its relationship with second language learning. With many of our students learning English being women, the concepts behind Takahashi’s research is of great interest to any language teacher—male or female. Such knowledge can help deepen our understanding of language learning and of our students. The title of her JALT2014 talk is Gendering Intercultural Communication—Asian Women on the Move. Takahashi completed her doctorate with the University of Sydney in 2006, and is now Visiting Associate Professor in the Department of Society, Culture, and Media at the International Christian University, Tokyo. Takahashi’s research interests focus on gender, race, bilingualism, and second language learning and use in transnational contexts.

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Häcker, Martina. "An Englishman’s Vindication of Scots." New Approaches to the Study of Later Modern English 33, no. 1-2 (2006): 85–107. http://dx.doi.org/10.1075/hl.33.1.07hac.

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Summary This article investigates the linguistic work of the English Jesuit James Adams (1737–1802). It places Adams’ work in the socio-cultural context of 18th-century linguistic writing, in particular with respect to two ongoing debates: (1) on a monogenetic vs. a polygenetic origin of language and (2) on the origins of Scots. Both of these were highly ideological debates, in the first case between a biblical and a scientific world view, and in the latter between those who were content with the political state of affairs (the Union of Scotland and England), and those who would rather have had an independent Scotland. Adams manages to reconcile linguistic evidence with monogenism, while his views on language and dialects are guided by ‘Christian philanthropy’. They contrast sharply with those of many of his contemporaries. In his “Vindication of the Dialect of Scotland”, which is the central part of the “Appendix” of his Pronunciation of the English Language (published in 1799), Adams strongly votes for Scottish linguistic independence, though not for political independence, even advocating a separate Scots spelling. The analysis of this work shows that his attitude to dialects is informed by his education and life as a Jesuit in the 18th century, his belief that all people are created as equals, his didactic concerns as a teacher, and the personal experience of an extended stay in Scotland.

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Vargo, Gregory. "A LIFE IN FRAGMENTS: THOMAS COOPER'S CHARTISTBILDUNGSROMAN." Victorian Literature and Culture 39, no. 1 (2010): 167–81. http://dx.doi.org/10.1017/s106015031000032x.

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The improbable course of Thomas Cooper'slife (1805–1892) – from shoemaker and autodidact, to school teacher, to Methodist circuit rider, to Chartist activist, to prison poet, and finally to working-class lecturer and editor – encapsulates the tensions and contradictions of Victorian self-help. Fiercely devoted to projects of self-education and improvement, as an apprentice craftsman in Lincolnshire, Cooper memorizedHamletand significant portions ofParadise Lost, and taught himself Latin, French, and some Hebrew. The publication ofThe Purgatory of the Suicides, the epic poem for which he is best known, made Cooper a minor celebrity in the world of middle-class literary reformers, who praised his artistic and educational accomplishments. The novelist and Christian socialist Charles Kingsley discerned in his heroic commitment to “the pursuit of knowledge under difficulties” an alternative to political militancy and loosely basedAlton Locke, the story of a disillusioned Chartist hero's spiritual redemption, on Cooper's own life (Collins 3–4). Samuel Smiles, the Scottish reformer and author ofSelf-Help, celebrated Cooper's writing as part of a national culture which could help heal the country's social and economic divisions, arguing that his literary achievements placed him in “the same class as Burns, Ebenezer Elliot, Fox, the Norwich weaver-boy, to say nothing of the Arkwrights, Smeatons, Brindleys, Chantrys, and the like, all rising out of the labour-class into the class of the thinkers and builders-up of English greatness” (Smiles 244).

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Rubiés, Joan-Pau. "Tamil Voices in the Lutheran Mission of South India (1705-1714)." Journal of Early Modern History 19, no. 1 (2015): 71–81. http://dx.doi.org/10.1163/15700658-12342439.

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The English edition of the Bibliotheca Malabarica, a manuscript catalogue of the Tamil works collected by the young Lutheran missionary Bartholomäus Ziegenbalg during his first two years in India (1706-8), attests to his prodigious effort to acquire, read, and summarize all the works of the “heathens” of South India that he could possibly get hold of. Most of this literature seems to have originated from local Śaiva mattams. Besides epics and puranas, the collection included many popular works on ethics, divination and astrology, devotional poetry, or folk narratives and ballads. Ziegenbalg seems to have acquired these through his Tamil teacher in Tranquebar—an elderly schoolmaster—and his son. In this respect, a focus on the social and cultural dynamics by which local knowledge was transmitted to Europeans is no less important than identifying the literary sources for their interpretation of Hinduism. A fascinating work, the Tamil correspondence conducted between 1712 and 1714 by the Lutheran missionaries with a number of learned Hindus reveals their desire to embark on a kind of inter-religious dialogue as a foundation for their Christian apologetics. The replies received from his “heathen” correspondents would inform much of Ziegenbalg’s interpretation of Śaivism as a form of natural monotheism. Translated into German and published in Halle, they also became part of the Pietist propaganda concerning the mission, exerting a much wider impact than Ziegenbalg’s unpublished monographs about Hindu doctrines and theology. But how authentic were these Tamil voices? Close analysis suggests that even if we conclude with the editors that the letters were what they claim to be, that is a direct translation of the work of many independent Tamil correspondents, the extent to which there was a religious “dialogue” based on reciprocity is open to question.

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Amatsimbi, Herberth Misigo, and D. Neville Masika. "Pioneer Friends Harambee Schools in Western Kenya." International Journal for Innovation Education and Research 1, no. 4 (2013): 84–94. http://dx.doi.org/10.31686/ijier.vol1.iss4.128.

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Friends African Mission (FAM) set forth an education department to train corps of African teachers- evangelists. The pioneer teacher-evangelists formed the basis of a new Luhyia elite that helped transform Luhyia society. And as education became more relevant in the emerging colonial structure, African Christians began to demand for more schools, learning in English and higher education, at a pace that neither the government nor the missionaries could match. Consequently, African Christians began thinking of establishing government and missionary supported independent schools. The case of the proposed Mbale School and the successive establishment of Chavakali day secondary school illustrate this point. The influence of the Chavakali experiment on secondary education in Kenya was deep and lasting, because it revealed what local self-help could achieve.

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Marks, Sue. "Transformative Learning and Pedagogy: A Model for Christian English Teachers." Journal of Christian Education os-49, no. 1 (2006): 7–22. http://dx.doi.org/10.1177/002196570604900103.

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9

Gay, John. "Christian faith in English church schools: research conversations with classroom teachers." Journal of Beliefs & Values 39, no. 1 (2017): 118–20. http://dx.doi.org/10.1080/13617672.2017.1342403.

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Taylor, Kevin M. "Christian Faith in English Church Schools: Research Conversations with Classroom Teachers." International Journal of Christianity & Education 23, no. 1 (2019): 128–29. http://dx.doi.org/10.1177/2056997118813968.

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Dissertations / Theses on the topic "Christian English teacher"

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Yu, Kwan-mei. "Christianity and English language teaching a study of an English conversation class for Mainland Chinese scholars at an English-speaking church in Hong Kong /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38732932.

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Yu, Kwan-mei, and 余君美. "Christianity and English language teaching: astudy of an English conversation class for Mainland Chinese scholarsat an English-speaking church in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38732932.

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Yoo, Joanne. "A narrative landscape of a teacher's perception of the 'other' in a Korean Christian University : the courage to 'be' and to learn." University of Sydney, 2008. http://hdl.handle.net/2123/4132.

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Doctor of Education<br>The teaching and learning field has been renowned for being a rapidly changing and multifaceted environment. Moreover, being both intensely personal and public, the process of cultivating, discovering and relaying knowledge has also been influenced from a wide range of participating individuals to the broader groups in society. Such numerous possibilities for interaction have highlighted the difficulty of defining ‘good’ teaching and learning, especially considering the growing objectivism of modern day value systems. An increasing number of educators have thereby responded to this confusion by returning to more fundamental and holistic views of ‘knowing’ the ‘other.’ Such rising concerns for holistic teaching and learning practices represent many exciting possibilities for developments towards authenticity and autonomy, as teachers become responsible explorers of their profession. The current study is an autoethnography of my own teaching experiences at a small Korean Christian University. It captures my desires to develop greater sensitivity and empathy as a critical teacher practitioner, and further documents efforts to acquire aesthetic and creative skills as a writer. Ultimately, through my experiences as a teacher researcher, I have sought to develop a deeper picture of the knowing process as a rich and mutual dialogue between the 'knower' and the 'other.’ To do this, I have constructed eight stories based on my teaching experiences. The first describes the reflections accompanying my experiences of writing, whilst the next three involve narrative portrayals of certain striking colleagues and students. The following two stories convey the ‘faith’ and ‘acceptance’ experienced through the study, and the last two act as a form of reflective closure to the overall teaching and researching experience Since I believed that the symbolic and holistic nature of story writing could convey the depth, complexity and open-endedness of the knowing process, I have chosen narratives and reflective writing to capture and depict my experiences (Van Manen, 1997). Interviews and journals writing of my students and my colleagues have also been included to further explore these ideas. Accordingly, this current study seeks to portray a view of 'knowing' that enables teachers and students to become co-researchers, who can cultivate sensitivity, creativity and empathy towards the 'other.’

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"Negotiating the Place of Spirituality in English Language Teaching: A Case Study in an Indonesian EFL Teacher Education Program." Doctoral diss., 2014. http://hdl.handle.net/2286/R.I.27460.

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abstract: This dissertation delves into some EFL stakeholders' understanding of spiritual identities and power relations associated with these identities as performed in an undergraduate EFL teacher education program at a Christian university in Indonesia. This study is motivated by an ongoing debate over the place of spirituality, especially Christianity, in ELT. In this project, religions are considered to be windows through which one's spirituality is viewed and expressed. Spiritually associated relations of power indicate discrepancies due to positioning of one person committed to a spiritual view in relation to those having similar or different spiritual views. The purpose of exploring spiritually associated identities and power relations is to provide empirical evidence which supports the following arguments. The integration of spirituality in ELT, or lack thereof, can be problematic. More importantly, however, spirituality can be enriching for some EFL teachers and students alike, and be presented together with critical ELT. To explore the complexity of power relations associated with some EFL stakeholders' spiritual identities, I analyzed data from classroom observations, four focus group discussions from February to April 2014, and individual interviews with 23 teachers and students from February to September 2014. Findings showed that Christian and non-Christian English teachers had nuanced views regarding the place of prayer in ELT-related activities, professionalism in ELT, and ways of negotiating spiritually associated power relations in ELT contexts. Students participating in this study performed their spiritual identities in ways that can be perceived as problematic (e.g., by being very dogmatic or evangelical) or self-reflexive. Classroom observations helped me to see more clearly how Christian English teachers interacted with their students from different religious backgrounds. In one class, a stimulating dialogue seemed to emerge when a teacher accommodated both critical and religious views to be discussed. This project culminates in my theorization of the praxis of critical spiritual pedagogy in ELT. Central to this praxis are (a) raising the awareness of productive power and power relations associated with spiritual identities; (b) learning how to use defiant discourses in negotiating spiritually associated power relations; and (c) nurturing self-reflexivity critically and spiritually.<br>Dissertation/Thesis<br>Doctoral Dissertation English 2014

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Books on the topic "Christian English teacher"

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F, Dow Dianne, and Billy Graham Center. Institute for Cross-Cultural Training., eds. Handbook for Christian EFL teachers: Christian teacher-preparation programs, overseas teaching opportunities, instructional materials and resources. Institute for Cross-Cultural Training, Billy Graham Center, Wheaton College, 1997.

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Rodgers, Mary Columbro. Catholic teacher poems, 1945-1995. 2nd ed. Mellen Poetry, 1996.

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3

Grube, Edward C. Teaching 201: More devotions for Christian teachers. Concordia Pub. House, 1999.

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Beikmann, Ralph. God in my classroom: Devotions for Christian teachers. Concordia, 1996.

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Prayers and devotions for teachers: With contributions from teachers, pastors, and Christian educators. Abingdon Press, 1989.

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Reading a different story: A Christian scholar's journey from America to Africa. Baker Academic, 2013.

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Loontjer, Jacqueline L. Time out with Jesus: 52 devotions for Christian teachers. Concordia Pub. House, 1993.

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8

Every child is a greening valley: Meditations of encouragement for Christian teachers. C.S.S. Pub. Co., 1991.

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Ward, Marjory G. Time out for teachers. Baker Books, 1998.

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My cup runneth over (most of the time): Devotions for teachers. Dimensions for Living, 1999.

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Book chapters on the topic "Christian English teacher"

1

Ivory, Yvonne. "Prussian Discipline and Lesbian Vulnerability: Christa Winsloe’s Children in Uniform at the Gate." In Cultural Convergence. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57562-5_8.

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Abstract This chapter examines the Dublin production and critical reception of Christa Winsloe’s Children in Uniform, which ran to full houses at the Gate for three weeks in April 1934. The play, which deals with the love between a Prussian schoolgirl and her female teacher, had premiered in Leipzig (1930), run successfully in Berlin (1931), and been adapted for the screen as Mädchen in Uniform (1931) before it was translated into English for a successful London run in 1932-1933. Edwards and mac Liammóir probably saw the original German play in Berlin in 1931. Using the prompt copy, lighting plots, photographs and reviews, the chapter shows how Edwards used expressionistic lighting and sonic leitmotifs to underscore the authoritarian regime within which the relationship between the women develops. In following the Berlin staging, Edwards produced a more subversive version of the play than that seen by London audiences or cinema goers.

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"The Courage to Teach as a Nonnative English Teacher: The Confession of a Christian Teacher." In Christian and Critical English Language Educators in Dialogue. Routledge, 2009. http://dx.doi.org/10.4324/9780203877807-29.

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"Deconstructing/Reconstructing the Missionary English Teacher Identity." In Christian and Critical English Language Educators in Dialogue. Routledge, 2009. http://dx.doi.org/10.4324/9780203877807-20.

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"Spiritual Lessons Learned from a Language Teacher." In Christian and Critical English Language Educators in Dialogue. Routledge, 2009. http://dx.doi.org/10.4324/9780203877807-38.

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"Folk Linguistics, Content-Oriented Discourse Analysis, and Language Teacher Beliefs." In Christian Faith and English Language Teaching and Learning. Routledge, 2013. http://dx.doi.org/10.4324/9780203337738-12.

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"Christian English Teachers’ Presence: Reflecting Constantine or Christ?" In Christian and Critical English Language Educators in Dialogue. Routledge, 2009. http://dx.doi.org/10.4324/9780203877807-23.

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"Didacticism and the Christian Community: The Teachers and the Taught." In Old English Literature, edited by Clare A. Lees. Yale University Press, 2002. http://dx.doi.org/10.12987/yale/9780300091397.003.0011.

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"Classroom Guidelines for Teachers with Convictions." In Christian and Critical English Language Educators in Dialogue. Routledge, 2009. http://dx.doi.org/10.4324/9780203877807-31.

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"Called to Teach: The Impact of Faith on Professional Identity Formation of Three Western English Teachers in China." In Christian Faith and English Language Teaching and Learning. Routledge, 2013. http://dx.doi.org/10.4324/9780203337738-10.

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"Confronting the Empire: Language Teachers as Charitable." In Christian and Critical English Language Educators in Dialogue. Routledge, 2009. http://dx.doi.org/10.4324/9780203877807-22.

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