This collection of 16 reflective accounts and data-driven studies explores the interrelationship of religious identity and English Language Teaching (ELT). The chapters broaden a topic which has traditionally focused on Christianity by including Buddhist, Hindu, Muslim and non-religious perspectives. They address the ways in which faith and ELT intersect in the realms of teacher identity, pedagogy and the context and content of ELT, and explore a diverse range of geographical contexts, making use of a number of different research methodologies. The book will be of particular interest to researchers in TESOL and EFL, as well as teachers and teacher trainers. This book contains the following chapters: (1) Introduction: Why a Book on Spirituality and Language Teaching? (Mary Shepard Wong); (2) The Dangers and Delights of Teacher Spiritual Identity as Pedagogy (Mary Shepard Wong); (3) Buddhist Principles and the Development of Leadership Skills in English Language Program Administration and Teaching (MaryAnn Christison); (4) Attempting Interfaith Dialogue in TESOL: A Duoethnography (Joel Heng Hartse and Saeed Nazari); (5) Response to Part 1. Possibilities for Nonattachment: Investigating the Affective Dimension of Imposition (Ryuko Kubota); (6) A Buddhist in the Classroom Revisited (Sid Brown); (7) The Relevance of Hinduism to English Language Teaching and Learning (Bal Krishna Sharma); (8) Multiple, Complex and Fluid Religious and Spiritual Influences on English Language Educators (Stephanie Vandrick); (9) Response to Part 2. 'Religious Faith' and 'Pedagogical Practice': Extending the Map. A Response to Brown, Sharma and Vandrick (David I. Smith); (10) Language and Religion in the Construction of the Lebanese Identity (Kassim Shaaban); (11) Teachers' Perceptions of the Interface between Religious Values and Language Pedagogy in Egypt (Deena Boraie, Atta Gebril, and Raafat Gabriel); (12) Church-sponsored English as a Second Language in Western Canada: Grassroots Expressions of Spiritual and Social Practice (Carolyn Kristjánsson); (13) Response to Part 3. Religious Faith and the Language Learning Context: Exploring the 'Interface' (Brian Morgan); and (14) Spirituality and English Language Teaching: Moving Forward (Ahmar Mahboob and Eve Courtney). The afterword, Spirituality in Language Teaching, was written by H.G. Widdowson.