Knowledge Resource Center for Ecological Environment in Arid Area
| An inquiry into relationships between spirituality and language pedagogy | |
| Bradley, Christopher A. | |
| 出版年 | 2011 |
| 学位类型 | 博士 |
| 导师 | Casanave, Christine Pearson |
| 学位授予单位 | Temple University |
| 英文摘要 | Some psychologists (e.g., Bergin, 1997) have contended that if individuals neglect the world of the spirit, they ignore a foundational aspect of themselves. This must especially be true for language educators, who come from all corners of the globe and thus bring into their classrooms many spiritual views. I define spirituality, following Palmer (2003) as "the eternal human yearning to be connected with something larger than our own egos" (p. 377). Spirituality need not, then, entail belief in a supernatural being or force. The main thrust of Palmer's definition was that educators should seek to forge meaningful and lasting connections with their learners. Although such thinking is common in general education, it has been little addressed in Second Language Education (SLE). Hence, I felt that this inquiry was timely. I undertook this qualitative case study by analyzing narratives about the turning points in the spiritual journeys of nine language teachers of varying creeds (or who professed no overt spirituality), as well as their stories of how they felt that they applied their spiritual beliefs to classroom teaching. To this end, I interviewed each participant at least twice. After analyzing their interview transcript data, I triangulated the common themes emerging from these data with, where appropriate, the informants' classroom syllabuses, lesson plans, and academic publications. I also attempted to validate the results of this study through member checking. Three participants felt that their journeys into religious pluralism had strongly influenced their efforts to teach social responsibility and challenging moral dilemmas in their classrooms. Another three held that their tribulations, as well as the resulting comfort they found in spiritual practices, helped them to be nurturing teachers who could understand clearly the pain faced by some of their young charges. Still another three, despite their divergent spiritual paths, all insisted that they sought to teach in an ethical, caring manner. Finally, most of the informants, regardless of their spiritual backgrounds or views, spoke of the importance of transformation, ethics, and connection (nurturing) to their pedagogy. I conclude the study by positing implications of the aforementioned findings for research and practice. |
| 英文关键词 | Connection Language Language pedagogy Nurturing Spirituality TESOL Teaching |
| 语种 | 英语 |
| 国家 | United States |
| 来源学科分类 | Teacher education; Spirituality; Education philosophy |
| URL | https://pqdtopen.proquest.com/doc/901113548.html?FMT=AI |
| 来源机构 | Temple University |
| 资源类型 | 学位论文 |
| 条目标识符 | http://119.78.100.177/qdio/handle/2XILL650/245461 |
| 推荐引用方式 GB/T 7714 | Bradley, Christopher A.. An inquiry into relationships between spirituality and language pedagogy[D]. Temple University,2011. |
| 条目包含的文件 | 条目无相关文件。 | |||||
| 个性服务 |
| 推荐该条目 |
| 保存到收藏夹 |
| 导出为Endnote文件 |
| 谷歌学术 |
| 谷歌学术中相似的文章 |
| [Bradley, Christopher A.]的文章 |
| 百度学术 |
| 百度学术中相似的文章 |
| [Bradley, Christopher A.]的文章 |
| 必应学术 |
| 必应学术中相似的文章 |
| [Bradley, Christopher A.]的文章 |
| 相关权益政策 |
| 暂无数据 |
| 收藏/分享 |
除非特别说明，本系统中所有内容都受版权保护，并保留所有权利。
