Issues and Options in Teaching English for Theological Purposes
Cheri Pierson, Cheri.Pierson@wheaton.edu
Introduction
Because of the paucity of resources in a large number of languages, students of theology are usually required to read theological literature in English. For example, as Dodd (2003) stated, "in the Chinese language, spoken by nearly one-quarter of the world's population, there may be about 50 theological books of any kind. . . . A student of the Bible and specifically of theology must be able to read English" (pp. 5-6).
Doing academic studies in English as a second or foreign language is a real challenge, and this is no less true for students studying English for Bible and theology (EBT). In fact, Lessard-Clouston (2006, in press) recently confirmed this challenge through research on students in one graduate school of theology in Canada, particularly regarding learning the specialized vocabulary of theology and their strategies in doing so.
Thankfully, a number of people working in TESOL have focused some of their efforts on teaching English for theological purposes in order to understand and address the challenges our students face (Pierson, Dickerson, & Scott, forthcoming; Purgason, forthcoming). As a result, there is much we can learn from and contribute as we work with EBT students. The goal of this article is to discuss some issues and options in teaching ESL/EFL to students whose purposes for learning are to take seminary or Bible courses and/or to access biblical and theological resources in English.
Designing EBT Courses
In an earlier article I outlined how to design an EBT course (Pierson, 2003a). In summary, I argued that the following issues and steps are important:
- Conduct a needs analysis to determine (a) how students will use English in their theological studies and (b) what the specific English language requirements are of the seminary or Bible school they are attending (or plan to attend).
- Identify and classify all biblical and theological resources available to students.
- Determine realistic goals and objectives for the course, given the needs analysis results above.
- Decide on course content and learning activities, given the context and students.
- Cultivate autonomous language learners, who will be able to use learning strategies beyond the classroom. (Pierson, 2003a, pp. 235-236)
Resources for English for Theological Purposes Students
In addition to researching one's context and designing appropriate EBT courses, it is crucial for teachers to become aware of the resources available to ESL/EFL students that can help both them in their teaching and their students in their learning.
Two such resources are Debbie Dodd's (2003) Dictionary of Theological Terms in Simplified English and the companion Dictionary of Theological Terms in Simplified English Student Workbook (Pierson, 2003b). This dictionary and workbook are intended for international students who have an intermediate level of English. The list of theological words has been selected from common terms used in systematic theologies and theological dictionaries. For example, terms such as pneumatology and salvation are included because they often appear in theological writing without explanation. On the other hand, terms that have very limited usage (e.g., "anhypostatic Christianity") are not defined in the dictionary. The entries in the book offer concise definitions of 50 to 70 words (Dodd, 2003, p. 8).
The companion student workbook (Pierson, 2003b) for the dictionary provides a range of activities that will help EBT students strengthen their dictionary skills. The dictionary quiz assesses a student's knowledge of some of the specialized vocabulary contained in the dictionary. The various chapters cover specific areas such as alphabetizing, guide words, special features of a theological dictionary, and defining word parts. The last five chapters deal with theological topics and vocabulary strategies, such as developing a vocabulary notebook with sections of theological vocabulary, general academic vocabulary, and extended vocabulary practice (e.g., lecture notes). An answer key is provided so that students can assess their own progress.
Exploring Theological English: Reading, Vocabulary and Grammar for ESL/EFL by Pierson, Dickerson, and Scott (forthcoming) is an ESL/EFL textbook currently being developed to help learners who become more proficient at reading English publications related to Bible and theology. Its primary focus is on introducing students to important concepts and terminology used in theological writing. The secondary emphasis is on helping students to acquire the necessary reading skills that good readers use every day. These include strategies or techniques for comprehending the type of language used in the classroom and in scholarly writing, developing a broad general vocabulary, and figuring out complex grammatical structures used in academic writing.
Each chapter consists of (a) readings that deal with biblical and theological concepts and vocabulary, (b) reading and vocabulary learning strategies, and (c) a variety of exercises to help students develop their language skills as well as interact with the content of the readings. Most chapters also include a focus on general academic vocabulary and/or grammatical structures common to theological writing. As students gain competence in these key areas, they will be better equipped to read theological publications as well as other academic writing. This curriculum is designed especially for high-intermediate to advanced learners of general-purpose English. However, it can be adapted for use with learners at a somewhat lower proficiency level. The accompanying Teacher's Guide addresses the needs of those who are new to teaching ESL/EFL. It discusses the specialized area of EBT, offers detailed guidance for using the textbook, and provides an annotated list of resources for continuing work in theological and biblical studies as well as ESL/EFL.
Iris Devadason's (1997) Doing Reading in English is a subject-specific text of advanced English for students of theology at the tertiary level. The text is in two volumes with teachers' manuals. The book combines authentic theological prose for reading comprehension as well as for learning grammar and vocabulary. Each unit is reinforced with tasks for students to perform. Different types of exercises such as prereading, sentence completion, and word formation are included in the text. Some of the chapter topics are Christian education, religions, the history of Christianity, and church and society.
Gabrielle Kelly (2004), a Dominican sister from South Australia, has written English for Theology: A Resource for Teachers and Students. This discipline-specific text presents a diverse range of theological readings. The text addresses reading and language skills and demonstrates how theological argument is developed. The book highlights different aspects of contemporary theology. The first section (11 units) focuses on reading skills such as mode of discourse and genre, whereas the second section (13 units) focuses on applying reading, speaking, listening, and writing skills. Glosses and appendices are also included.
Another curriculum that focuses on biblical content is composed of the Faith Encounters and Faith Journey (Tiessen & Lepp-Kaethler, 2006a , 2006b) teaching tools by Gail Tiessen, Elfrieda Lepp-Kaethler, and Linda Little. This adult Bible-based curriculum for beginner to advanced adult learners focuses on the four skills (listening, speaking, reading, and writing) and encourages communicative competence. Faith Encounters I has 21 units based on the text of Hebrews 11, focusing on the men and women of faith in the Old Testament. Faith Encounters II has 24 units on the Gospel of John. According to Tiessen, the material is designed so that the trained or untrained teacher can use it. Content- and task-based methods are integrated, and sample chapters are available online at http://prov.ca/bookstore/tesol.aspx.
Although other materials are available (see, for example, Cirafesi, 2004; Dickerson, 2007; Eby, Stahl, & Zumwalt, 2003; Edwards, 1999; Maxwell, 1999; Sewell, 1998), those listed above focus more on students who are engaged in academic study. A valuable resource for reading and researching scripture online is BibleGateway.com (http://www.biblegateway.com).
Teaching Strategies for EBT
Beyond the courses themselves and resources available for teachers and their students, ESL/EFL teachers still need to integrate strategies and activities in order to teach their EBT students effectively. For example, good readers integrate a range of strategies to help them understand what they read, remember what they read, and apply what they've learned in other situations. Teachers need to activate their students' background knowledge about certain theological topics such as salvation or the Christian life. Second language reading research suggests that reading comprehension is enhanced when prior knowledge is activated.
Certain activities such as brainstorming, predicting, and asking questions about a topic before reading about it can encourage engagement in the topic and better comprehension. Other strategies such as skimming a passage to discover the main idea, scanning to locate specific information, or outlining to identify main points are helpful strategies for students to become more successful readers.
Of course, many other strategies and techniques can be addressed. For example, students should always check the table of contents, index, and headings in order to become acquainted with their textbooks. They should also challenge themselves to apply a wider range of strategies that help them succeed in their academic studies.
Conclusion
ESL students represent a large percentage of students studying at English language seminaries in North American contexts, not to mention EFL students at seminaries and Bible schools worldwide. This article has discussed some principles for designing EBT courses, some resources of interest to EBT teachers and their students, and some activities that teachers might use in teaching English for theological purposes. It has also pointed readers to resources of interest.
Cheri Pierson is an assistant professor of intercultural studies and TESOL at Wheaton College Graduate School in Wheaton, Illinois. She specializes in teacher education, English for Bible and theology, and gender issues. With her family, she served with the Greater Europe Mission in Sweden. She is also the author of Women Crossing Borders.
References
Cirafesi, W. (2004). English in action storyteller. (Student Workbook and Teacher's Manual). Colorado Springs, CO: Dawson Media.
Devadason, I. (1997). Doing reading in English. Bangalore, India: National Printing Press.
Dickerson, L. (2007). Getting started in teaching ESL/EFL: Resources for Christian educators. Wheaton, IL: Institute for Cross Cultural Training. [This CD contains many resources as well as Web sites. For more resources: http://www.wheaton.edu/bgc/ICCT]
Dodd, D. (2003). Dictionary of theological terms in simplified English: A resource for English-language learners. Wheaton, IL: EMIS.
Eby, J. W., Stahl, R. L., & Zumwalt, N. (2003). Handbook for teaching Bible-based ESL. Kansas City, KS: Beacon Hill Press.
Edwards, D. (1999). Window to the world. Orlando, FL: Campus Crusade for Christ. [Twelve ESL lessons to accompany the Jesus film (Gospel of Luke). Extensive Web site with sample materials: http://Jesusfilm.com.]
Kelly, G. (2004). English for theology: A resource for teachers and students. Hindmarsh, South Australia: ATF Press.
Lessard-Clouston, M. (2006). Breadth and depth specialized vocabulary learning in theology among native and non-native English speakers. Canadian Modern Language Review, 63, 175-198.
Lessard-Clouston, M. (in press). Strategies and success in technical vocabulary learning: Students' approaches in one academic context. Indian Journal of Applied Linguistics, 33(2).
Maxwell, S. P. (1999). The book of Mark: The story of Jesus, A study guide in simplified English. Wheaton, IL: Harold Shaw Publishers.
Pierson, C. (2003a). Designing an "English for Bible and theology" course. Evangelical Missions Quarterly, 39, 232-236.
Pierson, C. (2003b). Dictionary of theological terms in simplified English student workbook: A resource for English-language learners. Wheaton, IL: EMIS.
Pierson, C., Dickerson, L., & Scott, F. (forthcoming). Exploring theological English: Reading, vocabulary and grammar for ESL/EFL. Carlisle, UK: Piquant Editions.
Purgason, K. B. (Ed.). (forthcoming). English language teaching in theological contexts.
Sewell, P. (1998). A handbook of theological English. London: SPCK, Holy Trinity Church.
Tiessen, G., & Lepp-Kaethler, E. (2006a). Faith journey I. The life of Joseph: Following God's dream. Otterburne, MB: Providence Bookstore Publishing.
Tiessen, G., & Lepp-Kaethler, E. (2006b). Faith journey II. The life of Peter: Following God's plan. Otterburne, MB: Providence Bookstore Publishing.
