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This book embarks on an ever-expanding array of language, academic
mobility, neoliberalism, and accompanying rich scholarly debates.
It examines the ways in which international English language
teachers in Saudi Arabia's higher education system position
themselves, negotiate, interact, adjust, make sense of their
classroom dynamics, and validate their senses of selves and
pedagogies in their day-to-day (dis)engagement with their
institutions and encounters at work. Informed by rich empirical
data from a multi-year, multi-site project in addition to other
qualitative studies, the book reveals on-the-ground complexities
involving speaker status, language, ethnicity, nationality, race,
religion, sociocultural factors, emotion labour, work dynamic and
professionalism. It promotes thinking beyond normative ideologies
on marginalisation, the native and non-native speaker dichotomy,
linguistic, racial, religious and ethnic (inter)relations, and
translanguaging pedagogies, while also offering new material for
original theorisation in multi-Englishes multilingualism,
local-trusting-local and the limits of negotiability.
This book embarks on an ever-expanding array of language, academic
mobility, neoliberalism, and accompanying rich scholarly debates.
It examines the ways in which international English language
teachers in Saudi Arabia's higher education system position
themselves, negotiate, interact, adjust, make sense of their
classroom dynamics, and validate their senses of selves and
pedagogies in their day-to-day (dis)engagement with their
institutions and encounters at work. Informed by rich empirical
data from a multi-year, multi-site project in addition to other
qualitative studies, the book reveals on-the-ground complexities
involving speaker status, language, ethnicity, nationality, race,
religion, sociocultural factors, emotion labour, work dynamic and
professionalism. It promotes thinking beyond normative ideologies
on marginalisation, the native and non-native speaker dichotomy,
linguistic, racial, religious and ethnic (inter)relations, and
translanguaging pedagogies, while also offering new material for
original theorisation in multi-Englishes multilingualism,
local-trusting-local and the limits of negotiability.
Building on both Western and Asian theoretical resources, the book
examines how EIL teachers see themselves as professional and
individual in relation to their work practices. It reveals the
tensions, compromises, negotiations and resistance in their
enactment of different roles and selves, especially when they are
exposed to values often associated with the English-speaking West.
The ways they perceive their identity formation problematise and
challenge the seemingly dominant views of identity as always
changing, hybrid and fragmented. Their experiences highlight the
importance of the sense of belonging and being, connectedness,
continuity and a coherent growth in identity formation. Their
attachment to a particular locality and their commitment to perform
the moral guide role as EIL teachers serve as the most powerful
platform for all their other identities to be constructed,
negotiated and reconstituted.
This transdisciplinary edited book explores new developments and
perspectives on global Vietnam, touching on aspects of history,
identity, transnational mobilities, heritage, belonging,
civil society, linguistics, education, ethnicity, and worship
practices. Derived from the Engaging With Vietnam: An
Interdisciplinary Dialogue conference series, this
cutting-edge collection presents new scholarship and also
represents new ways of knowing global Vietnam. Over the past 10
years, knowledge production about Vietnam has diversified in
various ways as globalization, the internationalization of higher
education, and the digital revolution have transformed the world,
as well as Vietnam. Whereas as late as a decade ago, knowledge
about Vietnam was still largely the preserve of scholars in Vietnam
and a coterie of related experts outside of the country at a select
few universities, today we find scholars working on Vietnam in
myriad contexts. This transformation has introduced new voices and
new perspectives, which this book champions. A critical text
engaging a range of historical and contemporary debates about
Vietnam, this book is an indispensable volume for the Southeast
Asian Studies student and scholar in the humanities and social
sciences.
This transdisciplinary edited book explores new developments and
perspectives on global Vietnam, touching on aspects of history,
identity, transnational mobilities, heritage, belonging, civil
society, linguistics, education, ethnicity, and worship practices.
Derived from the Engaging With Vietnam: An Interdisciplinary
Dialogue conference series, this cutting-edge collection presents
new scholarship and also represents new ways of knowing global
Vietnam. Over the past 10 years, knowledge production about Vietnam
has diversified in various ways as globalization, the
internationalization of higher education, and the digital
revolution have transformed the world, as well as Vietnam. Whereas
as late as a decade ago, knowledge about Vietnam was still largely
the preserve of scholars in Vietnam and a coterie of related
experts outside of the country at a select few universities, today
we find scholars working on Vietnam in myriad contexts. This
transformation has introduced new voices and new perspectives,
which this book champions. A critical text engaging a range of
historical and contemporary debates about Vietnam, this book is an
indispensable volume for the Southeast Asian Studies student and
scholar in the humanities and social sciences.
This book inspects higher education reform in market-oriented
socialist Vietnam, with a focus on newness narratives and enquiry.
Engaging in dialogic conversations with global and regional forces
and exploring convergences in the domains of policy, curriculum,
research, pedagogy, and society, chapter authors analyse ideologies
that have entered Vietnam's educational landscape. Chapters include
discussions of post-Soviet legacies, socialist thought,
privatization, neoliberalism, global rankings, academic freedom,
autonomy, and elitism, as well as the actors, discourses and
practices through which they manifest. In so doing, authors'
commentaries juxtapose phenomena in Vietnam with other national
contexts such as the Philippines, Brunei Darussalam, Japan,
Australia, and Trinidad and Tobago.
This book inspects higher education reform in market-oriented
socialist Vietnam, with a focus on newness narratives and enquiry.
Engaging in dialogic conversations with global and regional forces
and exploring convergences in the domains of policy, curriculum,
research, pedagogy, and society, chapter authors analyse ideologies
that have entered Vietnam's educational landscape. Chapters include
discussions of post-Soviet legacies, socialist thought,
privatization, neoliberalism, global rankings, academic freedom,
autonomy, and elitism, as well as the actors, discourses and
practices through which they manifest. In so doing, authors'
commentaries juxtapose phenomena in Vietnam with other national
contexts such as the Philippines, Brunei Darussalam, Japan,
Australia, and Trinidad and Tobago.
The benefits and advantages of classroom practices incorporating
unity-in-diversity and diversity-in-unity are what Multilevel and
Diverse Classrooms is all about. Multilevel classrooms-also known
as mixed-ability or heterogeneous classrooms-are a fact of life in
ESOL programs around the world. These classrooms are often not only
multilevel but also large, multilingual, and multicultural. This
volume adds to the growing knowledge base in language education of
classroom practices in a variety of settings. Chapters in the
volume approach multilevelness from a holistic and humanistic
perspective by considering diversity not only in language skills
and proficiencies, but also in learning styles, purposes, and
contexts. The volume presents practices of teachers who thrive in
multilevel classrooms and draw strength from unity.
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