Frontmatter -- Contents -- Contributors -- Acknowledgments -- Foreword: Complexifying our Understanding of Spirituality -- 1. Introduction: Why a Book on Spirituality and Language Teaching? -- Part 1: Religious Faith and Teacher Identity -- 2. The Dangers and Delights of Teacher Spiritual Identity as Pedagogy -- 3. Buddhist Principles and the Development of Leadership Skills in English Language Program Administration and Teaching -- 4. Attempting Interfaith Dialogue in TESOL: A Duoethnography -- 5. Response to Part 1. Possibilities for Nonattachment: Investigating the Affective Dimension of Imposition -- Part 2: Religious Faith and Pedagogical Practice -- 6. A Buddhist in the Classroom Revisited -- 7. The Relevance of Hinduism to English Language Teaching and Learning -- 8. Multiple, Complex and Fluid Religious and Spiritual Influences on English Language Educators -- 9. Response to Part 2. 'Religious Faith' and 'Pedagogical Practice': Extending the Map. A Response to Brown, Sharma and Vandrick -- Part 3. Religious Faith and the Language Learning Context -- 10. Language and Religion in the Construction of the Lebanese Identity -- 11. Teachers' Perceptions of the Interface between Religious Values and Language Pedagogy in Egypt -- 12. Church-sponsored English as a Second Language in Western Canada: Grassroots Expressions of Spiritual and Social Practice -- 13. Response to Part 3. Religious Faith and the Language Learning Context: Exploring the 'Interface' -- 14. Spirituality and English Language Teaching: Moving Forward -- Afterword: Spirituality in Language Teaching -- Index