Gospel-informed pedagogy in multilingual ESL classrooms: a reflective practice grounded in identity, ideology, and inclusion
Bibliographic record
Abstract
This paper investigates a principled approach to integrating Gospel-inforned content with English as a Second Language instruction from the perspective of a Christian educator. Employing a John 3:16 cloze activity, it demonstrates how spiritually meaningful material can be embedded in pedagogical practices for low proficiency learners. Grounded in theories of language ideology, intersectionality, World/Asian Englishes, critical pedagogy, and plurilingualism, this paper argues that faith-informed teaching can be both pedagogically rigorous and inclusive. Findings indicate that incorporating Gospel themes through culturally and linguistically resposnive strategies- such as leveraging learners’ first languages and promoting voluntary engagement- supports identity affirmation and inclusive classroom practices. The use of John 3:16 in multiple languages exemplifies a plurilingual orientation, while emphasis on learner agency aligns with critical pedagogy principles. This research contributes to scholarship on inclusive language education by proposing a Gospel-informed pedagogy model that validates multilingual identities and fosters holistic learner development.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.013 | 0.012 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.000 |
| Science and technology studies | 0.007 | 0.014 |
| Scholarly communication | 0.007 | 0.005 |
| Open science | 0.002 | 0.009 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".