CHRISTIAN ENGLISH TEACHERS’ (CETS) IDENTITY AND PEDAGOGY IN A CHRISTIAN LANGUAGE SCHOOL IN SOUTH KOREA

Abstract

That the world is becoming one is a phenomenon that has widespread implications, notably in the TESOL field. Today’s world is a world where various cultures may conflict and must negotiate with one another, which has increased the importance of a common language. One of the fastest growing populations in the TESOL field is that of Christian English teachers (CETs). Because English teachers cannot teach only the English language in ESL classroom, English learners are under the influence of their ESL teachers. The inevitable power imbalance between teacher and students seriously strengthens that impact. That is why CETs’ identity and pedagogy should be deeply understood at this time. This research reveals that CETs’ identity is closely related to their pedagogy. Christian principles provide the base of the philosophy of CETs’ pedagogy. Because these Christian principles have impacted CETs’ identities for as long as throughout their whole lives, they are inextricable from their pedagogical values and practices. CETs’ identities are continually reflected in their’ pedagogy in/outside the ESL/EFL classroom. CETs are interested in students’ lives holistically; therefore, their pedagogical practices are broad and multidimensional. Teacher’s religious identity seems to be one of the strongest identities and will not be altered readily. This research clearly elucidates that CETs are spreading Christianity, English and Western culture successfully. This research also demonstrates that as members of a Christian institution set up to effectively spread Christianity, their missionary identity is strengthened through ELT at the research site. The institutional identity controls and improves CETs’ missionary identity. However, when a shift occurs in the Christian institutional identity, it is tested against Bible principles, and CETs experience a dilemma. CETs do not judge that their utilizing ELT as the platform for their Christian mission is unethical. In addition, they do not conceive of introducing Christianity to students as a matter of cultural imperialism but of multiculturalism. This research reveals that CETs need education and training to become critical ELT teachers who comprehend issues related to linguistic and cultural imperialism. They need education about power issues in ESL/EFL contexts.