English for Bible and Theology: Understanding and Communicating Theology Across Cultural and Linguistic Barriers

Abstract

This article introduces English for Bible and Theology (EBT), an inherently interdisciplinary field that merges English language learning with the content of biblical and theological studies in a context that is, by nature, cross-cultural. Within this collaboration there exists the possibility not only to enable theological study, but also to enhance it through a focus on personal meaning and its communication, both of which are foundational to the communicative language classroom. That is, EBT seeks both to aid students worldwide in attaining the specialized language and cultural proficiency necessary to access English theological resources and to provide a community in which students can connect theological content to their lives. It is this second aim that provides EBT its relevance across a range of theological contexts, as native English-speaking students likewise stand to benefit from the application of EBT's principles. IntroductionThis article will introduce the field of English for Bible and Theology (EBT). EBT merges two educational contexts: English language learning and the content of the Bible and theology. As EBT requires insights from the discipline of English language learning, applied to the disciplines of biblical and theological studies, it requires substantial integration of English education principles with Christian thought and practice. Furthermore, amidst this interdisciplinary interaction, there exists the possibility not only to enable theological education, but also to enhance it through the principles of the communicative language classroom. That is, finding a foundation in the communication of meaning, which constitutes the main goal of language learning, EBT cultivates a community in which theology is engaged and expressed in a personally meaningful way. This focus likewise aids EBT instructors in bridging the cultural differences inherent in the EBT classroom.However, the cultural gap is not the only chasm that EBT seeks to bridge. That is, in instances of theological learning, regardless of whether one is studying in his or her first or second language, a gap can form between knowledge and practice. In turn, one's thoughts and actions may not accord with the theological truths assented to in the classroom. The principles of EBT instruction, which this article will develop, aim to combat such theological abstraction and to assist students in relating theological curriculum to ARTICLES An Emerging Category: English for Bible and TheologyThere already exists an impressive amount of research into English for specific purposes (ESP), particularly into the areas of English for academic purposes (EAP) and English for occupational purposes (EOP). Areas of academic specializations, such as Business English, are growing and becoming increasingly interdisciplinary (Dudley-Evans and St. John 1998). Similarly, with the rapid growth of Christianity worldwide, many individuals are seeking opportunities to study theology and other Bible-related subjects. However, due to the dearth of materials in ...

Pedagogical challenges in teaching ESOL/Multilingual writers in theological education

“…Current ESOL research connects fruitfully with the practices of teaching and tutoring international theological students on three fronts: (1) advocating a strengths‐based rather than deficit‐based pedagogy that regards linguistic difference as a resource, not a restraint on English language literacy (Canagarajah, 2006; Olson, ); (2) arguing for the growing diversity of ESOL, non‐native English speakers, or multilingual writers, and for pedagogies that address that diversity (Canagarajah, 2005; Casanave, 2004); and (3) calling for pedagogies grounding English language learning within academic disciplines and prioritizing critical reading and writing skills in those academic contexts (Kelly, ; Pierson & Bankston, ; Hirvela, 2016).…”

“…Still more relevant to my own pedagogy, English for Bible and Theology (EBT) integrates English language learning with the content of biblical and theological studies in a mutually reinforcing context, embracing and enhancing both disciplines. As Pierson and Bankston describe, “English for Bible and Theology (EBT) merges... English language learning and the content of the Bible and theology.... Finding a foundation in the communication of meaning, which constitutes the main goal of language learning, EBT cultivates a community in which theology is engaged and expressed in a personally meaningful way” (Pierson & Bankston, , 33; Pierson, Dickerson, & Scott, 2010). While EBT focuses primarily on reading, vocabulary, and grammar skills, my discipline‐driven model of “Writing Theology as a Common Language” (Yaghjian, , 349–80), complements the EBT paradigm and seeks to extend it to writing pedagogy as well, without relinquishing the mutually reinforcing connections between reading and writing (see Hirvala, 2016).…”