Gospel-informed pedagogy in multilingual ESL classrooms

A reflective practice grounded in identity, ideology, and inclusion

Bibliographic Data

ID20498394
AuthorsAlbert Maganaka (0009-0000-4721-5744, McGill University, corresponding author)
Year2026
Volume28
Issue1
Pages124-138
Publication date2026-01-02
Open AccessNo
TypeARTICLE
VenueAsian Englishes (JOURNAL)
Journal identifiersISSN: 1348-8678 • E-ISSN: 2331-2548
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13488678.2025.2595373
OpenAlexW4416948340
LanguageEN
References cited24

This paper investigates a principled approach to integrating Gospel-inforned content with English as a Second Language instruction from the perspective of a Christian educator. Employing a John 3:16 cloze activity, it demonstrates how spiritually meaningful material can be embedded in pedagogical practices for low proficiency learners. Grounded in theories of language ideology, intersectionality, World/Asian Englishes, critical pedagogy, and plurilingualism, this paper argues that faith-informed teaching can be both pedagogically rigorous and inclusive. Findings indicate that incorporating Gospel themes through culturally and linguistically resposnive strategies- such as leveraging learners’ first languages and promoting voluntary engagement- supports identity affirmation and inclusive classroom practices. The use of John 3:16 in multiple languages exemplifies a plurilingual orientation, while emphasis on learner agency aligns with critical pedagogy principles. This research contributes to scholarship on inclusive language education by proposing a Gospel-informed pedagogy model that validates multilingual identities and fosters holistic learner development

Grounded theory · Multilingualism · Reflective Practice · Teacher education · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Religious Education and Schools

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