Religion and ESL Teacher Identity in Malaysia Context: Does Religion Matter?

Abstract

This paper aims to showcase the interrelationship between religion and ESL teacher identity by using the literature on religion, religion and English teacher, religion and English teacher identity, as well as religion and English Language Teaching (ELT). Despite the potential significance of religious beliefs in shaping teacher identity, this area has received little attention. By examining the literature on religion and ELT, this paper seeks to contribute to our understanding of the importance of religious beliefs in shaping teacher identity. The significance of this study lies in its potential to inform teacher training programs and promote culturally sensitive and inclusive learning environments. This study reveals that religious beliefs play a significant role in shaping ESL teacher identity. Religious beliefs are deeply personal and intimately intertwined with one’s identity, and they can influence teaching practices and interactions with students. The study proposes a conceptual framework for future research on the impact of religious beliefs on ESL teacher identity. The article also suggest that a study focuses on the impact of religious beliefs on ESL teacher identity, whether religion matters in shaping and negotiating ESL teacher identity, should be conducted in Malaysia, a country with a diverse religious landscape. These findings have important implications for teacher training programs and for creating inclusive learning environments that take into account the religious and cultural diversity of students.