Towards a Globalized Notion of English Language Teaching in Saudi Arabia: A Case Study
Keywords: Identity, English Language Teachers, Saudi Arabia
King Abdulaziz University, Saudi Arabia
University of Adelaide, Australia
Dr. Tariq Elyas is an assistant professor of Applied Linguistics at King Abdulaziz University, Jeddah, Saudi Arabia. He obtained his PhD from the University of Adelaide, Australia. He holds an M.A. in American Literature from the United States and a graduate degree in TESOL. Dr. Elyas also has had a Chevening Fellowship from the UK where he obtained a degree in Intentional Law and Human Rights from the University of Nottingham in England. He has presented and published in a broad variety of international conferences and journals. And he is the Winner of the 2008 Bundey Prize for English Verse, Australia and Emerald Publication Reviewer of the Year 2010. His interests are: Global English, Teacher Identity, Policy Reform, Human Rights, International Law, Language Rights, and Pedagogy.
Dr. Michelle Picard is an academic in the Researcher Education and Development Unit and Director of, Researcher Education at The University of Adelaide. Her research interests include language and culture, Academic Language and Learning,
English language teaching, postgraduate supervision, issues in higher education, academic literacies, ELT management and e-learning
This paper uses one case study at a Saudi Arabian university to illustrate the effects of competing Discourses on the identities of English language teachers in this context. Through an unpacking of their language teaching narratives, the notion of global English language teaching emerges as a way of potentially resolving these conflicting identities/Discourses.
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