International TESOL Teachers in a Multi-Englishes Community

Osman Z. Barnawi, Phan Le Ha

Description

Offers a unique in-depth case study of English language teaching in a highly multilingual and mobile context

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.     

Acknowledgements

Preface: Putting Curiosities in Action: An Uneasy Journey of Exploration

1: International TESOL Teachers: What’s Missing on the Ground?

2: International Teachers of English in the ‘New’ Middle East: Saudi Arabia in Focus

3: Engaging (with) Flavors of TESOL: Mobility, Space, Place, Neoliberalism, Multilingualism and Emotion Labor

4: Unpacking Mobility Drive: Geographical, Personal, Financial, Professional and More

5: Unpacking Often-Hidden Layers of Factors behind International Mobilities

6: English, ELT and Perceptions of Peers and Students

7: On-the-Ground Realities: From Training, Experience and Perception to Actual Classrooms

8: Every Teacher is Different, Every Classroom has its Own Dynamic

9: Sulaiman Jenkins: Examining the (Im)mobility of African American Muslim TESOL Teachers in Saudi Arabia

10: Unpacking Hardly-Ever-Revealed Emotions, Pains and Complexities

11: Abdullah Alshakhi and Phan Le Ha: A Much-Needed Conversation with Native-English-Speaking Caucasian Teachers: Emotion Labor and Affect in Transnational Encounters

12: International TESOL Teachers Working in the Saudi ‘Trust House’: (Re)Conceptualization of Key Constructs

Ryuko Kubota: Afterword

References

Index

Sujets

• Disciplines
• Language Arts
• Teaching
• EDUCATION
• Lettres et linguistique
• Higher
• Academic mobility
• Study
• Level
• TESOL
• English as a foreign or second language
• Saudi Arabia
• Professional
• Personality
• Postgraduate education
• School
• Higher education
• Research
• Postgraduate
• Migration
• Arabie saoudite

Informations

• Publié par: Channel View Publications
• Date de parution: 16 juin 2022
• Nombre de lectures: 0
• EAN13: 9781800415492
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

International TESOL Teachers in a Multi-Englishes Community
NEW PERSPECTIVES ON LANGUAGE AND EDUCATION
Founding Editor : Viv Edwards, University of Reading, UK
Series Editors : Phan Le Ha, University of Hawaii at Manoa, USA and Joel Windle, Monash University, Australia .
Two decades of research and development in language and literacy education have yielded a broad, multidisciplinary focus. Yet education systems face constant economic and technological change, with attendant issues of identity and power, community and culture. What are the implications for language education of new ‘semiotic economies’ and communications technologies? Of complex blendings of cultural and linguistic diversity in communities and institutions? Of new cultural, regional and national identities and practices? The New Perspectives on Language and Education series will feature critical and interpretive, disciplinary and multidisciplinary perspectives on teaching and learning, language and literacy in new times. New proposals, particularly for edited volumes, are expected to acknowledge and include perspectives from the Global South. Contributions from scholars from the Global South will be particularly sought out and welcomed, as well as those from marginalised communities within the Global North.
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
NEW PERSPECTIVES ON LANGUAGE AND EDUCATION: 108
International TESOL Teachers in a Multi-Englishes Community
Mobility, On-the-Ground Realities and the Limits of Negotiability
Phan Le Ha and Osman Z. Barnawi
MULTILINGUAL MATTERS
Bristol • Jackson
DOI https://doi.org/10.21832/PHAN5478
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: Phan, Le Ha, author. | Barnawi, Osman Z., author.
Title: International TESOL Teachers in a Multi-Englishes Community: Mobility, On-the-Ground Realities and the Limits of Negotiability/ Le Ha Phan, Osman Z Barnawi.
Description: Bristol, UK; Jackson, TN: Multilingual Matters, 2022. | Series: New Perspectives on Language and Education: 108 | Includes bibliographical references and index. | Summary: “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”— Provided by publisher.
Identifiers: LCCN 2021061243 (print) | LCCN 2021061244 (ebook) | ISBN 9781800415461 (paperback) | ISBN 9781800415478 (hardback) | ISBN 9781800415485 (pdf) | ISBN 9781800415492 (epub)
Subjects: LCSH: English teachers—Saudi Arabia. | English language—Study and teaching—Saudi Arabia.
Classification: LCC PE1068.S28 P47 2022 (print) | LCC PE1068.S28 (ebook) | DDC 428.0071/0538—dc23/eng/20220211
LC record available at https://lccn.loc.gov/2021061243
LC ebook record available at https://lccn.loc.gov/2021061244
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-80041-547-8 (hbk)
ISBN-13: 978-1-80041-546-1 (pbk)
Multilingual Matters
UK: St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
USA: Ingram, Jackson, TN, USA.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2022 Phan Le Ha and Osman Z. Barnawi.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by Nova Techset Private Limited, Bengaluru and Chennai, India.
Early praise for International TESOL Teachers in a Multi-Englishes Community
‘In this exciting and incredibly accessible manuscript, written consistently with an international readership in mind, authors Phan Le Ha and Osman Barnawi have produced what I see as a brilliant, regionally contextualized approach to bridging theory and practice in the “multi-Englishes” TESOL context of Saudi Arabia. Making great use of scripts of conversations between the authors for the preface and opening to the introduction, in the twelve chapters, the authors cover a comprehensive range of topics, targeting international mobility, as well as realities, practicalities, and limitations of how far new approaches influencing TESOL in the region can go. They raise critical arguments from the international scholarship, along with excerpts from a series of insightful interviews they conducted with international teachers. This book is a must-read for all TESOL researchers and practitioners interested in contexts where international teachers are the cornerstone of ideological developments and reshaping of not only TESOL theory and practice, but of the region itself’.
Jim McKinley, University College London, UK.
‘The authors skillfully expose, unpack and interpret complexities of contextualized professional identity negotiations of international TESOL teachers in the broader waves and entanglements of neoliberalism, transnational mobility, globalization, hybridity, and superdiversity. This book will set the tone and serve as an inspiring example for future projects focusing on the diversity and complexity of realities and perspectives in other parts of the world’.
Ali Fuad Selvi, METU Northern Cyprus Campus, Turkey.
‘All of us – nomads, immigrants, refugees, teachers, students, company executives, academics and farmers – are in flow, in motion and on the move, argues International TESOL Teachers in A Multi-Englishes Community. This is true even if physically we stay put. Methodologically innovative, scholarly grounded, and intellectually dareful, this book tells the story of this mobility, its challenges as well as its possibilities, especially how it looks like when it meets such a nice field as TESOL. It dares to ask, what does it mean to live in a time and a place that are neither neutral nor without history? At some point, especially for TESOL teachers and learners, we would not know if the stories told in the book belong to the authors or to the reader. This is the poetic of this book, you can’t put it down until the end. It is highly recommended, namely for those who are interested in that space of métissage between TESOL, mobility, historicity and negotiability’.
Awad Ibrahim, University of Ottawa, Canada.
‘International TESOL Teachers in a Multi-Englishes Community provides a compelling analysis of sociocultural, political, and economic implications of transnational TESOL teachers working in Saudi Arabia. For those who are interested in the on-the-ground work realities of English teachers, this is a must-read book. The increasing demand of TESOL professionals in the Global South makes this exceptional account of teachers’ engagement with Saudi Arabia’s Higher Education system and their navigation of local tensions, challenges and demands more pressing than ever. Power, tensions, challenges, but also hope, resignation, and trust feed the multiple stories documented in this book written by two exceptional scholars who are clearly ahead of their discipline. This piece of writing provides a unique understanding of the inner workings of the international TESOL industry and makes a genuine contribution to a more politicized and ethnographically informed field of TESOL and Applied Linguistics’.
Alfonso Del Percio, University College London, UK.
Contents
Acknowledgements
Preface: Putting Curiosities in Action: An Uneasy Journey of Exploration
1 International TESOL Teachers: What is Missing on the Ground
2 International Teachers of English in the ‘New’ Middle East: Saudi Arabia in Focus
3 Engaging (with) Flavors of TESOL: Mobility, Space, Place, Neoliberalism, Multilingualism and Emotion Labor
4 Unpacking Mobility Drive: Geographical, Personal, Financial, Professional and More
5 Unpacking Often-Hidden Layers of Factors behind International Mobilities
6 English, ELT and Perceptions of Peers and Students
7 On-the-Ground Realities: From Training, Experience and Perception to Actual Classrooms
8 Every Teacher is Different, Every Classroom Has its Own Dynamic
9 Examining the (Im)mobility of African American Muslim TESOL Teachers in Saudi Arabia
Sulaiman Jenkins
10 Unpacking Hardly-Ever-Revealed Emotions, Pains and Complexities
11 A Much-Needed Conversation with Native-English-Speaking Caucasian Teachers: Emotion Labor and Affect in Transnational Encounters
Abdullah Alshakhi and Phan Le Ha
12 International TESOL Teachers Working in the Saudi ‘Trust House’: (Re)conceptualization of Key Constructs
Afterword
Ryuko Kubota
References
Index
Acknowledgements
Writing the acknowledgements is often emotional, as it prompts us to recall, reflect and reconnect with a long journey leading to the arrival of this book. We are thankful to many individuals we met in the process, who kindly allowed us into their mobility journeys that brought them to Saudi Arabia, without which this book could not have been possible. We found our work continuously enriched by their nuanced life and work experience, expertise, reflections, perspectives, positionalities and emotions. Their willingness to s