This much-needed collection provides abundant and valuable support for English teachers thinking through the significance of their spirituality in their professional practice. The authors illuminate ways teachers' belief systems - whether under the guise of formal religion, ethically informed value system, political or ideological stance, or philosophy explicitly detached from organized religion - weave themselves intractably into every corner of their pedagogical lives. * Suhanthie Motha, University of Washington, USA * This anthology is a relevant and insightful guide, addressing concerns about teacher identity, critical pedagogy and classroom practices. It is a useful pedagogical resource and provides encouragement to those of us who promote interfaith dialogue and understanding in our classes. * Tom Scovel, Professor Emeritus, San Francisco State University, USA * Spirituality and English Language Teaching will benefit any language teacher or researcher by helping them to better understand the impact that faith has on language teaching. This text will challenge readers' perceptions of the benefits or dangers of faith in language teaching and will motivate them to consider the possibility that their faith can have a positive impact on their teacher identity and pedagogy. Highly recommended! -- International Journal of Christianity and English Language Teaching, Volume 6 (2019) * Frank Tuzi, Liberty University, USA * I am grateful for all I learned through this collection about Buddhism, Hinduism, Islam, and Christianity as they relate to TESOL, and, while there are obvious differences, I was encouraged by how much religious or spiritual language teachers and teacher trainers actually have in common. This book is highly recommended and should be in the library of every CCCU institution with a TESOL program. -- Michael Lessard-Clouston, Biola University, USA * Christian Scholar's Review, 2020 *