Critical Issues in Teaching English and Language Education: International Research Perspectives

Contents
Notes on Contributors
List of Tables
1: Critical Issues: An Introduction
Part I: Issues of Language in Education Policies
	2: Effects of the English Medium Instruction Policy on Students’ Writing Experiences in Content Courses in a Public College in Oman
		Nature of the Problem
		Critical Agenda
		Research Framework and Design
			The Study Context
			Research Methods
			Participants
			Data Analysis
		Findings and Discussion
			Written Assignments
			Writing Difficulties
			Writing Strategies
			Teacher Feedback
		Theoretical and Pedagogical Contribution
			Enhancement of Students’ English Language Proficiency
			Revision of the EMI Policy
			Enhancement of Teacher Competence
			Support for Students
		Further Reading
			References
	3: The Effect of the Policy of English as Medium of Instruction on Arabic in Kuwait
		Introduction
		Nature of the Problem: The Case of Kuwait
			Relevant Literature
			Linguistic Human Rights
			Preserving Arabic
		Critical Agenda
			Arab Educational Systems
		The Study
			Methodology
			Participants
			Findings
				EMI’s Effect on Arabic
				Arabic as a Medium of Instruction
				Pride in Arabic
		Discussion
		Conclusion and Contributions
			Implications
		Further Reading
			References
	4: The EMI Policy in UAE Universities and Its Impact on Arab Students’ Identity and Faith in their Academic Arabic
		Nature of the Problem
			Research Questions
		Theoretical Framework
			Critical Language Policy
			EMI in the UAE
			EMI in Higher Education
		The Impact of the Use of English as MI on Arab Identity
			Identity: Definitions and Perspectives
			Arabic Language and Arab Identity
		Methodology
			The Critical Paradigm
			Research Methods and Data-Collection Procedures
			Questionnaire
			Semi-Structured Interview
			Purposive Sampling
			Qualitative Data Analysis
			Quantitative Data Analysis
			Ethical Considerations
		Findings
			The Language of Instruction: “I Have Not Seen a Single Science Book in Arabic”
			Preference of MI
			Arab Identity and EMI: “Arabic Language Is my Identity, Like My Name”
		Discussion
			Troubled, Fractured Identity
			Acceptance and Submissiveness
			Loss of Faith in Academic Arabic
		Conclusion
		References
Part II: Issues in Critical Language Pedagogy
	5: Linguistic Imperialism and Attitudes Towards Learning English in Lebanon: An Exercise in Critical Pedagogy
		Nature of the Problem
		Critical Agenda
			The “Critical” Consciousness
			The “Critical” Teacher
			The “Critical” English Language Classroom
			Our Specific Critical Context
		Research Framework and Design
			Action Research
		Method
			Participants
				Data-Collection Tools
				Thematic Analysis (Following Grounded Theory)
				Ethical Dimensions
		Findings and Discussion
			Initial Discussion Session
				Attitudes Towards Arabic
			Student Research Papers
				Importance of English
				Attitudes to the Use of Arabic
				Role of Education
				Possible Solutions
			Final “Exit” Survey
				Attitudinal Study
				Attitudes Towards English
				Attitudes Towards Learning English
				Attitudes Towards the Advanced Academic English Classroom Experience
				Final Student Conclusions
				Increased Awareness
				Importance of Arabic
			Limitations
		Pedagogical and Theoretical Contributions
		Appendix
		Further Reading
			References
	6: Global Citizenship in the English Language Classroom: Student Readiness for Critical Reform
		Nature of the Problem
			Critical Thinking and Global Citizenship in Language Education
		Critical Agenda/Theoretical Framework
			Emotional Labor, Empathy and Global Citizenship
			Research Questions
		Methods
			Participants
			Focus Group Discussions
			Observations
		Findings and Discussion
			Paving the Way for Criticality: Students’ Voices and Their Silences
			Student Emotional Engagement: The Key to Student Readiness for Criticality
				Language Skills Development
				Change in One’s Perspective
		Theoretical and Pedagogical Contributions
		Further Reading
			References
	7: Critically Contextualizing Student Voice in the TNE Classroom
		The Nature of the Problem
		Critical Agenda
		Research Design and Methods
		Data Analysis
		Findings and Discussion
			Attitudes to Speaking
			Modes of Voice Available
			Topics and Materials
			The Intervention
			Post-intervention Reflection
				Incorporating Written Modes of Communication
				Providing Topic Choice
				Utilizing the L1
				Facilitating Autonomy
		Pedagogical Implications
		Further Reading
			References
	8: A Critical Discourse Analysis of Neoliberal Discourses in EAP Textbooks
		Nature of the Problem
		Critical Agenda
			Which EAP: Neutral or Critical?
		The Neoliberal Nexus in EAP
		Critical Evaluation of EAP Textbooks
		Theoretical Assumptions and Methodological Approaches
			What is Discourse?
		Language as a Social Practice
		Research Questions
		Research Design
			The Critical Element in CDA
		Methods
			Suggested Framework for CDA
			Data Collection
		Analysis
			CDA Criteria
			Limitations
		Analysis and Discussion
			Oxford EAP
				Text 1: Unit 2, Task 3.
					Description
					Interpretation
					Explanation
				Text 2: A Planet under Stress
					Description
					Interpretation
					Explanation
			Q Skills for Success 4
				Text 1: Everyday Heroes
					Description
					Interpretation
					Explanation
				Text 2: Successful People
					Description
					Interpretation
		Pedagogical and Theoretical Implications
		Further Reading
			References
Part III: Issues of Critical Language Teacher Education
	9: Exploratory Practice for Language Learning and Teaching
		Introduction and Nature of the Problem
		Exploratory Practice and Its Principled Framework
		Research Methodology
		Findings and Discussion
		Further Reading
			References
	10: Bringing to Light English Language Teachers’ Voices for Continuous Professional Learning in Chile
		Introduction
		Nature of the Problem
			Local Initiatives
			EODP Initiatives
		Critical Agenda
		Research Framework
		Methodology
			Data Collection and Analysis
			Participants
		Findings and Discussion
			Their Voices Regarding EODP Initiatives
			General Characteristics
			Decontextualized CPD Activities
			EL Teachers’ Professional Needs
			Contribution to the Local Conversation about CPL
		Conclusions and Contribution
		Further Reading
			References
	11: Introducing Critical Pedagogy to English Language Teachers at Tertiary Education in Oman: Definitions and Attitudes
		Nature of the Problem
		Critical Agenda
		Theoretical Framework
		Critical Pedagogy in ELT
		Research Methodology
			Research Questions
			The Study Interventions
			Interview Participants
		Data Analysis
		Findings and Discussion
			Questioning Dominant Dogmas
			Mutual Construction of Knowledge
			Empowering Approach
			Humanizing Teaching
			A Holistic Approach
		What Are ELT Teachers’ Attitudes Towards Critical Pedagogy?
			Acceptance of CP
			Concerns About CP
			Resistance to CP
			In-Between: Inner Pull vs. Outer Pull
		Theoretical Contributions
		Pedagogical Contributions
			Implications for Teachers
			Implications for Policy Makers
		Further Reading
			References
Part IV: Issues of Voice and Voicelessness with English
	12: Teachers’ Voices and Curricular Change: A Critical View
		Nature of the Problem
		Critical Agenda
			Critical Applied Linguistics (CALx)
		Teachers’ Voice, Participation, and Involvement
		Research Framework
			Research Questions
		Methods
			Participants
			Piloting
			Data Collection and Analysis
			The Questionnaire
			The Interviews
		Findings and Discussion
			Teachers’ Perceptions about the Design Process of the New English Curriculum
			Influence of Teachers’ Perceptions on Their Involvement in the Implementation Phase of this New Curriculum
			Leaders’ Actions to Allow Teachers’ Voices to Be Heard
			Pedagogical and Theoretical Contributions
		Further Reading
			References
	13: Performativity in Education and Its Impact on Saudi ELT Teachers’ Performance
		Nature of the Problem
		Critical Agenda
		Research Methodology
		Methods
			The Sample
		Data Analysis
		Findings and Discussion
			“I Am No Longer Enjoying It”
			Do Experts Really Know Better?
			“I am Leaving the Profession for Good”
			“Much Ado About Nothing”
			Fabricating Ourselves
			“That doesn’t count”
			Job Description
			Theoretical and Practical Contribution
		Conclusion
		Further Reading
			References
	14: Non-native: Problematizing the Discourse and Conscientizing the Teachers
		Introduction
		Researcher’s Positionality
		Research Purpose and Significance
		Critical Agenda
		Native Speakerism: Definitions and Discourse
		ELT Discourse Built on SLA Research
		Native & Non-native Teachers: The Dichotomy, Labeling, and Homogeneity
		Addressing Discrimination
		ELT Recruitment Discourse
		Methods
			The Participants
			Data-Collection Methods
			CDA Data
			Interviews
		Findings and Discussion
			Online Job Advertisements Analyzed
			Experiences with Hidden Racism and Marginalization
			Periphery and Outer-circle Racism
			Views of the Label
			Impact of Discrimination
			Perceptions of Native-Speakerism
			Collective Ideas for Change and Individual Resistance Strategies
		Conclusion and Contribution
		Further Reading
			References
	15: Problematizing Student Evaluation of Teaching in Saudi Arabia: Merits, Demerits and Impacts on Performance
		Nature of the Problem
		Critical Agenda
		Purpose of SET
		Different Views on SET
		The Study
			Research Questions
		Research Methods
			Participants
			Interview Design and Data-Collection Procedure
			Data Analysis
		Findings and Discussion
			Perceptions Regarding Teacher Evaluation Procedures
			Perceptions Regarding the SET Quality
			Perceptions Regarding the SET Feedback
			Perceptions Regarding the Support Provided by Administrators to Faculty
		Pedagogigal and Theoretical Contributions
		Further Reading
			References
Index