International Journal of Christianity and English Language Teaching


ideologized content, critical pedagogy, catalytic teaching, pedagogical principles


This article has as its starting point the growing acceptance over the past decade of intentional ideological influence in both English language teaching materials and approaches. It explores some current examples of ideologized content before examining catalytic teaching, the intentioned use of ideologized content by a Christian English language teacher (CELT). The article provides some examples of classroom content that may be considered catalytic and then suggests five guiding principles based in part on the findings of Johnston’s extensive study of the work of CELTs at a language school in Poland. It is hoped that these principles might be helpful as CELTs consider catalytic teaching and that the content of this article might encourage the creation of more catalytic content both by and for CELTs.



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