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Religious Beliefs and the English Language Teaching Profession: Metaphors of Teachers’ Self-understandings | ||
| Iranian Journal of Language Teaching Research | ||
| دوره 12، شماره 2، مهر 2024، صفحه 39-54 اصل مقاله (612.45 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.30466/ijltr.2024.54831.2571 | ||
| نویسنده | ||
| Ferney Cruz-Arcila* | ||
| School of Humanities, Languages Department, Universidad Pedagógica Nacional, Bogotá, Colombia | ||
| چکیده | ||
| The relation between English language teaching and religion has not been given sufficient attention. Most of the existing explorations of this relationship have tended to reify Western-biased outlooks of this phenomenon, which rightly highlight serious moral dilemmas derived from a focus on Christian evangelization, neo-imperialist dynamics attached to the spread of English, and valid questions about the quality of teaching while proselytizing (e.g. Edge, 2003; Pennycook & Coutand-Marin, 2003). This body of work, however, fails to consider other possible and multiple ways in which religious values come to bear in ELT considering, for instance, non-Western, less globalized, and less diverse contexts such as rural locales in a South American country. This paper presents an alternative outlook, drawing on a narrative study of the current state of ELT in rural Colombia. The analysis uncovers religion-informed metaphors that illuminate how the spiritual values of eight teachers intersect with their professional identities. It suggests that spirituality plays a central role in helping teachers navigate the complex sociocultural conditions of teaching English in rural areas, influencing their roles beyond language instruction. | ||
| کلیدواژهها | ||
| religious beliefs؛ English language teaching؛ teachers’ self-understanding؛ teacher identity؛ missionary work | ||
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آمار تعداد مشاهده مقاله: 872 تعداد دریافت فایل اصل مقاله: 553 |
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