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On Waiting Well
Why Does God Make Us Wait? And Wait… And Wait… In a fast-paced society, we don’t like waiting for anything. Drive-throughs and microwaves expedite dinner while texting and email afford instantaneous communication. Because we’re conditioned to expect instant gratification, we’re startled—even frustrated—when we have to wait. And perhaps we become spiritually frustrated, doubting our faith, when we find ourselves waiting on God. Bradley Baurain invites Christians to reject how society has conditioned us to view waiting—especially when it comes to knowing God. On Waiting Well identifies the experience of waiting as a crucial dimension to loving God, having faith, and following Christ. Your time doesn’t have to become passive, purposeless, or tedious when God seems to be absent or moving slowly. Instead, discover how waiting is actually integral to God’s plans of life and salvation. When we gain that perspective, these seemingly dry times of waiting become invigorating opportunities to strengthen our hope in God and see that He is always faithful.
Religious Faith and Teacher Knowledge in English Language Teaching
The field of TESOL (Teaching English to Speakers of Other Languages) stands at an active crossroads – issues of language, culture, learning, identity, morality, and spirituality mix daily in classrooms around the world. What roles might teachers’ personal religious beliefs play in their professional activities and contexts? Until recently, such questions had been largely excluded from academic conversations in TESOL. Yet the qualitative research at the core of this book, framed and presented within a teacher knowledge paradigm, demonstrates that personal faith and professional identities and practices can, and do, interact and interrelate in ways that are both meaningful and problematic. This study’s Christian TESOL teacher participants, working overseas in Southeast Asia, perceived, explained, and interpreted a variety of such connections within their lived experience. As a result, the beliefs-practices nexus deserves to be further theorized, researched, and discussed. Religious beliefs and human spirituality, as foundational and enduring aspects of human thought and culture, and thus of teaching and learning, deserve a place at the TESOL table.
Voices, Identities, Negotiations, and Conflicts
This volume aims to provide insights into the process of knowledge construction in EFL/ESL writing - from classrooms to research sites, from the dilemmas and risks NNEST student writers experience in the pursuit of true agency to the confusions and conflicts academics experience in their own writing practices. Knowledge construction as discussed in this volume is discussed from individualist, collectivist, cross-cultural, methodological, pedagogical, educational, sociocultural and political perspectives. The volume features a diverse array of methodologies and perspectives to sift, problematise, interrogate and challenge current practice and prevailing writing and publishing subcultures. In this spirit, this volume wishes to break new ground and open up fresh avenues for exploration, reflection, knowledge construction, and evolving voices.
Christian Faith and English Language Teaching and Learning
Ideological and educational-political aspects of the link between language and faith—especially between Global English and Christianity—is a topic of growing interest in the field of English language teaching. This book explores the possible role and impact of teachers’ and students’ faith in the English language classroom. Bringing together studies representing a diversity of experiences and perspectives on the philosophies, purposes, practices, and theories of the interrelationship of Christianity and language learning and teaching, it is on the front line in providing empirical data that offers firm insights into the actual role that faith plays in various aspects of the language learning/teaching experience. By adding a data-based dimension, the volume contributes to the cultivation of valid research methods and innovative ways to analyze and interpret studies of the intersection of Christian faith and the practice of teaching and learning language. .
Thinking Theologically about Language Teaching
Christians can often overlook the need to bring their daily vocations in accord with the reality created, sustained, and purposed through Christ. This is no less true for language teachers, who find themselves at a difficult interdisciplinary crossroads where the paths of linguistics, culture and education merge. This challenge should not discourage these educators, but instead aid them in their journey to form a pedagogy rooted in theological truths from Scripture, one that provides a nuanced approach that glorifies God in a manner specific to the language classroom. The contributors of this book outline why and how theology must inform teaching methods so that Christian language educators might better serve their students with both faith and excellence, thereby pointing them to the communicative God whose image they bear.
He Who Dwells
Many Christians today, even those who may be connected to small groups within the churches they attend, lack dynamic and intimate personal relationships with their Creator. Their exposure to the Scriptures is often limited to a once-a-week attendance at a worship service, and they struggle to maintain consistent and meaningful prayer and devotional lives. Already overwhelmed with life in a difficult time, many realize their spiritual lives are lacking but cannot imagine how to remedy the situation without adding even more complexity and trouble. This book provides practical answers to those willing to take a fresh look at what God has already provided to make a closer relationship possible. It is written as by one who is continuing to learn and willing to share what he has learned from the scriptures and from other authors.
Learning from the Stranger
Cultural differences increasingly impact our everyday lives. Virtually none of us today interact exclusively with people who look, talk, and behave like we do. David Smith here offers an excellent guide to living and learning in our culturally interconnected world. / Learning from the Stranger clearly explains what "culture" is, discusses how cultural difference affects our perceptions and behavior, and explores how Jesus' call to love our neighbor involves learning from cultural strangers. Built around three chapter-length readings of extended biblical passages (from Genesis, Luke, and Acts), the book skillfully weaves together theological and practical concerns, and Smith s engaging, readable text is peppered with stories from his own extensive firsthand experience. / Many thoughtful readers will resonate with this insightful book as it encourages the virtues of humility and hospitality in our personal interactions and shows how learning from strangers, not just imparting our own ideas to them, is an integral part of Christian discipleship.
Research on Writing Approaches in Mental Health
Brings together research on different types of writing and distance writing that have been, or need to be, used by mental health professionals. This title also critically evaluates the therapeutic effectiveness of these writing practices, such as automatic writing, programmed writing poetry therapy, diaries, expressive writing and more.
University Writing
'University Writing' examines new trends in the different theoretical perspectives (cognitive, social and cultural) and derived practices in the activity of writing in higher education.
Service-Learning and Writing: Paving the Way for Literacy(ies) through Community Engagement
Service-learning and Writing: Paving the Way for Literacy(ies) through Community Engagement discusses service-learning as a teaching and learning method and its integration with writing. The various authors, from different disciplines and institutions, present service-learning as a means of having students practice writing in real world settings, and they show how relationship-building and partnerships between higher education and diverse communities produce benefits for all involved - the students, faculty, administrators, and the communities themselves. This volume demonstrates how writing instruction and/or writing practice can complement community engagement and outreach at local, national, and international contexts. Through different cross-cultural contexts and academic disciplines, the various authors explore reflection, assessment, internalization, diversity, and multiple literacies and their importance when integrating service-learning in higher education and community literacy.
