International TESOL Teachers in a Multi-Englishes Community

This book embarks on an ever-expanding array of language, academic mobility, neoliberalism, and accompanying rich scholarly debates, with a focus on the day-to-day work experiences of international English language teachers in Saudi Arabia’s higher education.

The new English language curriculum in the Kingdom of Saudi Arabia: intentions and tensions in curriculum design and enactment

The unprecedented growth of English and arrival of English as an International Language (EIL) has generated a new fledged argument about English language teachers’ role and status around the world. To date, much of the debate on the native/non-native distinction in EIL settings and factors contributing to sharpen distinctions has remained unsettled. This gap motivated this study on the English teachers’ grasp of their role and their stance in the EIL setting of Iran. For this purpose, this study adopted both quantitative and qualitative approaches to explore the nature of the English teachers’ attitudes through an EIL scale and teachers’ narrative accounts through Telegram groups. The three-level positioning analysis (Bamberg, 1997) of English teachers’ narrative accounts contradicted their perceptive evaluations of their status, as non-native English teachers. The results proved that, despite highlights of blurred distinctions, English teachers in Iran still believe that English belongs to the native speakers and position native speaker teachers as better models for pedagogical practices. The results have implications for teachers’ beliefs and the role of teacher education programs

In This Issue

The study of language acquisition and instruction is not new to academics, but it never fails to excite linguists and teachers. The goal of Communicative Language Teaching (CLT) is to help students develop their communication skills so that they can effectively communicate in a target language. Since its start in the 1970s, when the need for language learners to improve their communication skills was rising, this approach has received worldwide reputation. But since many educators still reject this method, many worries remain. According to Chomsky (1957), the four main aspects of language acquisition lexis, syntax, phonology, and morphology are focused on linguistic competence. Hymes (1971) argues that pragmatic, sociolinguistic, semantic, and grammatical considerations are more important. When it comes to teaching second languages, the theories put forward by researchers, have been game-changers for communicative language instruction. The communicative language teaching (CLT) technique places an emphasis on students' active participation in second language classroom activities and provides more opportunities for students to improve their communication skills compared to the grammar-translation method. Other traditional methods of instruction do not typically use this component. In the context of ESL instruction, this article delves deeply into the ideas and methods of Communicative Language Teaching (CLT). In particular, it compares and contrasts conventional methods of instruction with Communicative Language Teaching (CLT) and gives a brief summary of its advantages and disadvantages. In addition, the article delves into the latest advancements in CLT and the difficulties encountered while applying CLT in an academic environment. After that, the post helps educators understand Communicative Language Teaching (CLT) better. Furthermore, it suggests possible outcomes, such as creating classroom activities and encouraging student motivation, of utilizing CLT to teach English in a university context. References Abahussain, M. O. (2016). Implementing Communicative Language Teaching Method in Saudi Arabia: Challenges Faced by Formative Year Teachers in State Schools. (PhD). University of Stirling, Scotland. Abrejo, B., Sartaj, S., & Memon, S. (2019). English Language Teaching through Communicative Approach: A Qualitative Study of Public Sector Colleges of Hyderabad, Sindh. Advances in Language and Literary Studies, 10(5), 43–49. https://doi.org/10.7575/aiac.alls.v.10n.5p.43 Ahn, S. Y., & Kang, H.-S. (2017). South Korean university students’ perceptions of different English varieties and their contribution to the learning of English as a foreign language. Journal of Multilingual and Multicultural Development, 38(8), 712-725. https://doi.org/10.1080/01434632.2016.1242595. Al-Nasser, A. S. (2015). 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Smith (Eds), Ready To Teach: Graduate Teaching Assistants Prepare for Today and for Tomorrow (pp.128-138). Stillwater, OK: New Forums Press Brown, H. D. (2014). Principles of Language Learning and Teaching (6th ed.). White Plains, NY Pearson Education. Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistic, 1(1), 1-47. Chomsky, N. (1957). Syntactic structures. Mouton. Courtney, D. (2020). Activities to Activate and Maintain a Communicative Classroom. English Teaching Forum, 58(1), 10-21. Dey, M. (2021). Psychological processes in language learning and teaching: Scoping review and future research directions. Journal of Psychological Perspective, 3(2), 105-110. Dey, M. (2023). The primary characteristics of English pragmatics in Applied Linguistics: Exploring the Key Features of English Pragmatics in Applied Linguistics. 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A comparison of learners’ and teachers’ attitudes toward communicative language teaching at two universities in Vietnam. University of Sydney Papers in TESOL, 7, 25-49. Jung, S. K., & Norton, B. (2002). Language planning in Korea: the new elementary English program. In Tollefson, J.W. (Ed.), Language policies in education: Critical issues (pp. 245-265). New Jersey: Lawrence Erlbaum Associates, Publishers. Kachru, B. (1992). World Englishes: approaches, issues and resources. Language Teaching, 25, 1–14. Kennedy, P. (2002). Learning cultures and learning styles: Myth-understandings about adult (Hong Kong) Chinese learners. International Journal of Lifelong Education, 21(5), 430-445. https://doi.org/10.1080/02601370210156745. Kiato, S. K., & Kiato, K. (1996). Testing Communicative Competence. The TESOL Internet Journal, 2(5). Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). New York: Oxford University Press. Lee, J. S., & Lee, K. (2019). 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The study aimed to investigate the condition of implementing the English language for primary school first graders in Saudi school. In 2021, the Saudi Ministry of Education introduced English language teaching in the first grade of primary schools, and there is a research gap in this area. In order to do so, this study used a mixed-method approach, with questionnaire as the main instrument to reflect the perspectives of 224 teachers, including 112 Arabic and 112 English teachers, as well as an approximate total of 5600 pupils in two cities in Saudi Arabia. The questionnaire garnered quantitative data through close-ended questions, whereas qualitative data were collected using open-ended questions. The study found that both English and Arabic language teachers highly value the implementation of English language teaching in primary schools in Saudi Arabia. Students exhibited a preference for English classes over Arabic classes. The study reported no negative effects of learning English on Arabic language skills. However, challenges faced by English teachers in implementing English language education included a shortage of English language teachers and limited time allocated to teaching English. To overcome these challenges, the study recommended the use of technology-enhanced language learning and out-of-class activities and mobile apps to supplement the limited in-class English language teaching time.

Emerald Studies in Higher Education, Innovation and Technology seeks to provide a multifaceted and interdisciplinary approach to these interconnected topics and invites proposals from all scholars working in these fields. The underlying purpose of this series is to demonstrate how innovations in education, educational technology and teaching can advance research and practice and help us respond to socio-economic changes and challenges. The series has a broad scope, covering many topics, including but not limited to learning analytics, open and distributed learning, technology enhanced learning, digital pedagogies, data mining, virtual and augmented realities, cloud computing, social media, educational robotics, flipped classrooms, active learning, innovation networks and many more.

The article is focused on the role of exchange programs in the professional development of higher education academics. Academic mobility is important for the personal and professional development of the academics, as it puts them in the conditions of analysis and resolution of life situations from the standpoint of their own and other cultures. Introduction. The domestic system of higher education is undergoing a path of renewal, aimed at the internationalization of higher education and cultural integration of teachers from different countries, improving the quality of higher education according to international educational standards. The integration of Ukraine's higher education into the world educational space and the consequent development of international human capital exchanges need to be modernized, including the system of academic mobility in the higher education system. Every year, academic mobility expands the number of participants, both at the expense of domestic and foreign higher education institutions. This trend allows Ukraine to face global economic challenges on the one hand, and on the other hand, the human capital of people who see prospects for further work abroad is being lost. Purpose. The purpose of the study is to determine the role of exchange programs in the professional development of a teacher of higher education Methods. Research methods. Theoretical and empirical research methods were used to solve the tasks. Theoretical: analysis, synthesis, classification, generalization, comparison. Results. It was found that academic mobility is a productive opportunity for a high school teachers independently form their own educational trajectory within educational standards, choose educational and scientific areas according to their abilities, create joint international projects and research programs. We found that the main factors hindering the development of international activities of higher education and, in particular, the academic mobility of teachers are the following: limited financial resources of educational institutions; significant differences in curricula and programs in the Free Economic Zone of different countries; poor language training of most teachers and staff of the university; insufficient level of development of teacher mobility; lack of bilateral agreements between countries; low popularity of scientific works of university staff abroad, etc Originality. The scientific novelty of the study is to highlight the search for ways to optimize in the process of difficulties in determining the possibilities of academic mobility; separation of professional knowledge, skills, the development of which provides academic mobility. Conclusion. We came to the conclusion that it is necessary to improve the development of intra-university regulatory and legal support for academic mobility, which must take into account the specifics of educational institutions. Thus, legislative and regulatory support for academic mobility should include updating state legislation on higher education and multifaceted support for academic mobility.

Higher education institutions in Ukraine recognize the economic and educational benefits of academic mobility for students and teachers. However, only 2% of foreign students participate in academic mobility program in Ukraine, while 87% of foreign students have chosen Ukrainian universities as the basic educational institution. That is why it is of vital importance to examine the phenomenon of academic mobility and develop recommendations on increasing the level of academic mobility of students and teachers. This study provides insights into the main characteristics of the academic mobility of students and teaching staff. The hypothesis regarding increasing student and teacher mobility in Ukrainian universities is confirmed through a set of tasks. It examines how different factors (push factors) affect academic mobility. Looking in particular at the state of internationalization of higher education in Ukraine the study develops recommendations for increasing the rate of students and academic staff participation in international programs. Literature review involved searching literature on academic mobility, evaluating sources, identifying debates and gaps in the research problem. A comparative historical approach is used to examine major historical transformations in the history of academic mobility. To examine academic mobility as a unity of forms, types, procedures, requirements, motivation factors and results the holistic approach is implemented in the paper. The content, types, forms and procedure of academic mobility, credit transfer system in Ukraine are regulated by Law on Higher Education and are developed to enable the students and academic staff from different countries to participate in academic mobility programs. The findings suggest that to increase the level of internal academic mobility the students and academic staff should be regularly informed about new exchange programs, extra-curriculum activities focused on writing a motivation letter, CV and filling the application forms in. To help Ukrainian students and scholars to participate in the academic mobility programme English language courses should be organized.

This research examines the professional experience of Vietnamese TESOL teachers who previously underwent professional training in two types of Master’s level TESOL programs: those offered by institutions of one of the Inner-Circle countries (e.g., USA, UK, Australia, New Zealand) in these countries (overseas programs), and programs offered by Inner-Circle institutions in association with a Vietnamese institution in Vietnam (localised programs). These programs were chosen as the research is situated in the context of TESOL becoming a globalised field, partly demonstrated in the mobility of teachers and teacher training programs. The impacts of previous TESOL training are investigated through three main lenses believed to encompass different current aspects of TESOL teachers’ professional experience, and which reflect the training content and aims of contemporary TESOL teacher education programs. The three lenses are teachers’ beliefs toward various issues related to the teaching of English as an International Language (TEIL), their autonomy in teaching practice, and their satisfaction with the teaching job. Adopting a sequential explanatory mixed methods design, the present study involves the participation of 85 Vietnamese English language teachers who were trained in either an overseas or a localised TESOL program. Two-thirds of the participants were working at public higher education institutions in Vietnam at the time of the study, and the rest were teachers of private educational organisations. An online survey was first delivered to all participants to garner data on their beliefs about TEIL, their perceptions toward autonomy in teaching practice, and their work satisfaction level. Semi-structured in-depth interviews were then carried out with 20 of them to obtain further clarifications and deeper information about the researched issues. Additionally, teaching observation sessions and retrospective interviews were conducted with three overseas-trained teachers to provide further evidence of their teaching autonomy. In terms of teacher beliefs about aspects of TEIL, it was revealed that post-training, both overseas- and localised-trained teachers had an increased awareness of the pluricentricity of English, the importance of teaching both Anglophone and non-Anglophone cultures, and understanding of the larger social, cultural, and political context of teaching. The study also found that teacher education programs played a significant role in modifying teacher beliefs, such as strengthening, disproving, and reconstructing existing beliefs, or shaping new beliefs. It also uncovered aspects of TEIL where teacher education could exert more impact, such as the construct of language teacher proficiency, and the risk of over-relying on Western teaching methodologies. Regarding autonomy in teaching practice, teachers in both program types demonstrated a medium level of autonomy in their teaching, with the level of autonomy in general aspects of teaching (e.g., deciding on teaching methods and learning activities) being greater than that of curricular aspects (e.g., selecting learning content and materials). Noticeably, teacher education programs were found to provide them with professional knowledge and ideas that they could use to innovate their everyday teaching activities, and to a certain extent allowed them to be autonomous learners. However, they did not seem to provide teachers with much assistance in dealing with curricular constraints, nor inspire them to create spaces for more teaching autonomy. Finally, the teachers’ level of satisfaction with their teaching job was found to vary depending on various aspects. They were most satisfied with intrinsic aspects of the job and the relationships with their students, colleagues, and supervisors, and were less satisfied with aspects related to institutional support (e.g., autonomy given to teachers, recognition of teaching accomplishments), and professional standing (e.g., promotion and salary). Influence of training seemed most evident in how the teachers were positively seen and welcomed by their supervisors, students, and colleagues when they returned, and, in the case of teachers taking overseas programs, how the overseas living and study experience added enjoyment and stimulation to their perception of the teaching profession. These findings confirm the role of TESOL teacher education in enriching the overall professional lives of practising TESOL teachers. On the other hand, they reveal tensions resultant from mismatches between Inner-Circle-based curricula and training approaches and the local Vietnamese context where the teachers returned to teach. The research has important implications for stakeholders involved in the professional development of non-Inner-Circle TESOL teachers in the current globalised world.

Academic mobility of students with disabilities is a gap in studies of inclusion in higher education. Meanwhile, academic mobility is an effective resource for shaping the key skills of the 21st century, the development of subjectivity, socialization and professionalization. Therefore, the inclusion of persons with disabilities in various forms of academic mobility is important for their success and social inclusion. The aim of the study is to identify the relationship between disability and nosology and involvement in academic mobility, as well as scientific (social) projects and networks. The study was based on the hypothesis of a direct link between health status and involvement in academic mobility. The sample included 1,142 university students from the Tyumen region, including 50 — with disabilities, 1092 — without disabilities. A comparative analysis of the components of academic mobility of students with and without disabilities revealed a higher level of readiness and involvement of students with disabilities in academic mobility and networks. With this we emphasize that 92% of students with disabilities do not participate in academic mobility programs, 68% have never participated in competitive activities (projects, grants), 44% do not belong to student communities, 20% do not maintain systemic ties with students of other universities. But these figures are even lower for students without disabilities. The gap between students' readiness for academic mobility and the lack of its infrastructure was revealed. The analysis of theoretical approaches revealed significant gaps in scientific knowledge of academic mobility of students with disabilities, its scale, dynamics, best practices, its psychological factors and the impact on the development of subjectivity, socialization and professionalization. We must make an inclusive breakthrough in higher education through the formation of a comfortable infrastructure of academic mobility as an organic part of an inclusive culture in higher education, ensuring the inclusion for everyone.

Problem setting. The opportunity to move to another country to develop a research career has always attracted scientists. For an individual researcher, international mobility is a chance to improve their skills, work in world-renowned research centers and institutions, be involved in modern research projects, and achieve success in their scientific career. Temporary intellectual migration of scientists is also of great importance for global science, as it helps to eliminate the heterogeneity of the development of scientific fields in different countries and, to some extent, solves the problem of «brain drain» from countries with a lower level of research system. analysis of recent researches and publications. Franzoni, C., Scellato, G. and Stephan, P., Fernández-Zubieta, A., Lawson, C., and Geuna, A., Janger, J. and Nowotny, K., Giovanni Abramo, Ciriaco Andrea D’Angelo, Flavia Di Costa have studied the issues of research mobility. Ukrainian scholars have mainly studied the academic mobility of students of higher education institutions in the context of innovations in modern higher professional education. The works of Bondar H.O., Magdyuk O.V., Rogulska O.O., Padalka G., Silivanova I.A., Vasylenko O.V. can be distinguished. Considering this, there is a need to study the phenomenon of researcher mobility in Europe and Ukraine and to study the experience of the European Union member states in regulating researcher mobility. Purpose of the research is to analyze the phenomenon of research mobility in the European Union and Ukraine, to compare the types and forms of academic mobility, to identify the problems faced by researchers during intellectual migration. article’s main body. The author studies the history of academic mobility in the European Union, which is inextricably linked to the Bologna Process the European educational movement for the mutual recognition of European higher education documents and the creation of the Higher Education Area. It is noted that this movement began with the aim of ensuring freedom of mobility of participants in higher education, primarily students and academic staff of higher education institutions, but eventually included researchers, emphasizing the importance of academic mobility of this category of subjects of scientific activity. The article describes the legal regulation of researcher mobility in Ukraine and the European Union. In particular, the author notes the application and significance of the principle of academic mobility in the regulation of labor relations of researchers in the European Union. The author provides a comparative characterization of the types and forms of academic mobility in the European Union and Ukraine, and in the course of analyzing them the author concludes that there are both similar types and forms of researcher mobility in the European Union and Ukraine, and different ones. The article examines the problems faced by researchers participating in academic mobility programs. The main problems are lack of research funding and lack of vacancies (in the European Union), insufficient funding, language problems and brain drain (in Ukraine). conclusions and prospects for the development. Mobility of researchers in the European Union is a widespread phenomenon encouraged by the EU’s research and innovation policy, in particular, academic mobility is one of the priorities for the development of the European Research Area (ERA). The author notes that Ukraine has updated legislation regulating the academic mobility of Ukrainian scientists, but the phenomenon of research mobility requires state support, since the country has a problem of «brain drain» when scientists leave for the European Union or other developed countries in search of a better life and do not return

The article analyses the Russian Federal Education Programmes from the aspect of their impact on student and academic staff mobility. The subject of the analysis is the programmes adopted for the period 2000 to 2020 and their implementation reports. A cluster of academic mobility forms compiled by the authors is based on two groups: academic staff and students. The forms of academic staff mobility have been identified as: (1) a migration flow: outward and incoming; and (2) purpose: teaching and research. The forms of student mobility have been identified as: (1) migration flow: outward and incoming; and (2) purpose: credit mobility and degree mobility. The cluster is based on the National Reports on the Implementation of the Bologna Process by different countries from 2012 to 2015 and the Russian Federal Education Programmes. The analysis finds that academic mobility in Russia has been an indicator of the development of education programmes for almost 20 years. During this period, the government’s approach to academic mobility has undergone a change from a simple reference as an expected result to the establishing of quantitative indicators. The four quantitative indicators of academic mobility have been in place since 2000. As a result of the analysis, the authors conclude that among the forms of student mobility the most developed is the incoming degree mobility of international students. The student outward credit mobility is the least developed of the four indicators. In the current situation, it is necessary to reform and liberalise the recognition of study abroad periods for Russian students. Without reform, it will be difficult to achieve the target set by the government to have 6 percent of students studying abroad for at least one semester by 2020. The data for 2016 show that only a few higher education institutions have approached the target. The authors also identify problems relating to academic staff mobility.

Relevance. Studying the academic mobility of prospective teachers in Kazakhstan is relevant because it allows students to gain additional experience and knowledge that can be useful in their future professional activities. Purpose. The purpose of the article is to determine the current state of academic mobility in the educational process of Kazakhstan, to clarify problems and possible options for the development of academic mobility. Methodology. Theoretical methods and forecasting based on a comprehensive analysis of retrospective development were applied to research this topic. For the empirical research, a survey titled �Academic mobility from the perspective of students� was carried out using the Automatic Identification System �Platonus� and experimental verification of the effectiveness of the special course �International Academic Mobility� using Content and Language Integrated Learning. Results. Research findings indicate that Kazakhstan is making efforts to enhance the standard of education by implementing novel approaches and innovative methods of organizing educational systems. The joint international educational process promotes the growth of academic mobility of students and teaching staff, which is a necessary condition for the formation of a joint educational space. Higher educational institutions began to increase their rating due to academic mobility, thereby making the university attractive to applicants. Conclusions. The �International Academic Mobility� course contributes to increasing knowledge about academic mobility and motivates future teachers to implement academic mobility in the process of undergraduate education. The practical significance of the article is to use the material for further study of the development of academic mobility of future teachers. The development of academic mobility programs and their implementation in Kazakhstan�s higher education was also discussed. Keywords: higher education; integration; The Bologna Process; international education; Automatic Identification System

Higher education institutions in Ukraine recognize the economic and educational benefits of academic mobility for students and teachers. However, only 2% of foreign students participate in academic mobility program in Ukraine, while 87% of foreign students have chosen Ukrainian universities as the basic educational institution. That is why it is of vital importance to examine the phenomenon of academic mobility and develop recommendations on increasing the level of academic mobility of students and teachers. This study provides insights into the main characteristics of the academic mobility of students and teaching staff. The hypothesis regarding increasing student and teacher mobility in Ukrainian universities is confirmed through a set of tasks. It examines how different factors (push factors) affect academic mobility. Looking in particular at the state of internationalization of higher education in Ukraine the study develops recommendations for increasing the rate of students and academic staff participation in international programs. Literature review involved searching literature on academic mobility, evaluating sources, identifying debates and gaps in the research problem. A comparative historical approach is used to examine major historical transformations in the history of academic mobility. To examine academic mobility as a unity of forms, types, procedures, requirements, motivation factors and results the holistic approach is implemented in the paper. The content, types, forms and procedure of academic mobility, credit transfer system in Ukraine are regulated by Law on Higher Education and are developed to enable the students and academic staff from different countries to participate in academic mobility programs. The findings suggest that to increase the level of internal academic mobility the students and academic staff should be regularly informed about new exchange programs, extra-curriculum activities focused on writing a motivation letter, CV and filling the application forms in. To help Ukrainian students and scholars to participate in the academic mobility programme English language courses should be organized.