Pedagogical challenges in teaching ESOL/Multilingual writers in theological education.
Abstract: A theological school's international students contribute to and are constitutive of its diversity. Yet while research on diversity in theological education is flourishing, the pedagogical challenges of international ESOL (English for Speakers of other Languages) theological students and of...
| Publicado en: | Teaching Theology & Religion Vol. 21; no. 3; pp. 162 - 177 |
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| Formato: | Artículo |
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Wiley-Blackwell
Jul2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=130603802&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 130603802 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13684868 7QH jtl: Teaching Theology & Religion issn: 13684868 maglogo: Y pubinfo: dt: Jul2018 vid: 21 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 130603802 10.1111/teth.12438 ppf: 162 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 148KB tig: atl: Pedagogical challenges in teaching ESOL/Multilingual writers in theological education. aug: au: Yaghjian, Lucretia B. affil: Independent Scholar, Concord, MA (formerly Adjunct Faculty, Episcopal Divinity School, Cambridge, MA) su: Foreign students Diversity in education Theological education English as a foreign language Plagiarism sug: subj: Foreign students Diversity in education Theological education English as a foreign language Plagiarism keyword: ESOL students international theological students multilingual students non‐native speakers plagiarism theological writing ab: Abstract: A theological school's international students contribute to and are constitutive of its diversity. Yet while research on diversity in theological education is flourishing, the pedagogical challenges of international ESOL (English for Speakers of other Languages) theological students and of their teachers have received scant attention. This article probes the pedagogical challenges of international student writers in theological schools, and of their teachers and tutors, by (1) reflecting on those challenges, their context, and responses to them; (2) connecting contemporary theories of ESOL language learning with the practice of teaching and tutoring non‐native English writers in a theological context; and (3) proposing a discipline‐driven, writing‐centered ESOL pedagogy that I call “Writing Theology as a Common Language.” See as well “Responses to Lucretia B. Yaghjian's ‘Pedagogical challenges in teaching ESOL/multilingual writers in theological education,’ by Steed Vernyl Davidson, Sheryl A. Kujawa‐Holbrook (with Ahsah Kyuelna and Angela Wendy Tankersley), Hyo‐Dong Lee, and Carmen M. Nanko‐Fernández, published in this issue of the journal. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Teaching Theology & Religion is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Teaching Theology & Religion holder: Wiley-Blackwell dt: @attributes: year: 2018 holdings: @attributes: islocal: N |
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