Globalization of English

1. Implications for Research-at-work Globalization of English TESOL Researchers Group School of Education UniSA

2. Session Outline Who we are What we research and why How the TR Group functions

3. Dararat Khampusaen Hui Du Jenny Barnett Bayu Wicaksono John walsh Jill Burton Anne Swan Lyn Bray Monica Behrend Ngoc Doan Phiona Stanley Zheng Lin Darinthorn Inthapthim Virginia Hussin PhairinRugsakorn Tawatchai Chaisiri Raquel Tomasa R Ho SutidaNgonkum SawitriSuwanaroa Xinqi Zhou Supalux Sri-sumang

4. Japan • South Korea • China East Asia comprises the 15 countries or education systems of Southeast and Northeast Asia • Taiwan • Myanmar • Hongkong SAR • Laos • Thailand • Vietnam • Cambodia • Philippines • Brunei • Darussalam • Malaysia • Singapore • Indonesia

5. Japan • South Korea • China Our research links to 8 of them • Taiwan • Myanmar • Hongkong SAR • Laos • Thailand • Vietnam • Cambodia • Philippines • Brunei • Darussalam • Malaysia • Singapore • Indonesia

6. Much of our current research occurs in East Asia with East Asian students & educators in support of East Asian interests Using East Asian theorists.

7. What we research & why Workplace concerns have led to Workplace research, and Workplace-related research

8. The research we want to talk about relates to • English as an International Language • Challenges for English language teaching (ELT) • Foreign teachers and local teachers

9. English as an International Language (EIL) Ngoc Doan Monica Behrend

10. Some facts Three special roles of an international language. (Crystal, D 2003) English is now functioning as 1. Mother tongue (ENL) 2. Official second language (ESL) 3. Official foreign language (EFL)

11. Some facts 1.5 – 2 billion users Current wide spread of English around the world (Strevens 1980; Graddol 1997; Crystal 2003) ¾ are in ESL & EFL

12. Some facts 4 countries: as Second language 11 countries: as Foreign language In East Asia (Adapted from Kam & Wong 2003)

13. How EFL model work British/American Native speakers (as model) Native ownership Native ‘received’ Native ‘teachers’ (the best) Eg. CLT Eg. Cambridge/Oxford Natives’ (Adapted from Burns 2005)

14. Questions Should the prevailing standard Englishes (i.e. Standard British English and General American) continue to be taught as models of correctness to learners needing English for international communication? (Tomlinson 2006) Do you think learners needing English for international communication should ‘develop their self-esteem as users of EIL?’ (Tomlinson 2006) How should English as an international language be taught to learners needing English for international communication? (Tomlinson 2006)

15. Transnational education Globalisation • EFL • English language of instruction • Students’ use of English for study only – a dilemma

16. Challenges for English Language Teaching in East Asian Universities • BayuWicaksono SutidaNgonkum SawitriSuwanaroa Xinqi Zhou Ngoc Doan TawatchaiChaisiri DarinthornInthapthim

17. INDONESIA

18. CHINA

19. Vietnam Quantitative vs Qualitative Continuity vs Change Cultural identity vsGlobalisation Challenges Traditional vs Modern Resource constraints vs Innovations (Adapted from Kam & Wong 2003)

20. THAILAND

22. Foreign Teachers and Local Teachers: Sharing Professional Perspectives PhairinRugsakorn Supalux Sri-sumang Lyn Bray Anne Swan

23. How the TR Group Functions Jenny Barnett DararatKhampusaen

24. The aim of the TR Group is: to build community and develop a TESOL research culture at UniSA

25. The TR Group provides the opportunity to become aware of each other’s work and share ideas about it clarify research ideas with others who have a similar research base share resources jointly contribute to the outside society.

26. TR Group culture Globalisation TESOL culture University culture Country culture

27. Thank You

28. Anne Swan • Professional position: Part-time tutor in School of Education and School of Management, UniSA. • Research topic: Investigating and describing the linguistic and cultural expertise of bi- and multi-lingual teachers of English with the aim of suggesting ways of incorporating this expertise in English language teaching programs around the world. • Current research status: Beginning year 2 of 5 - writing literature review. Anne Swan

29. BayuWicaksono • BayuWicaksono • Professional position: Lecturer of English at the University of Muhammadiyah, Malang, Indonesia. • Research topic: An investigation of possible different impacts of audio and video materials on English listening comprehension. • Current research status: Just finished proposal.

30. DararatKhampusaen • DararatKhampusaen • Professional position: A lecturer of English at KhonKaen University. • Research topic: Strategies in professional development using ICT in developing online course materials for foreign language teaching. • Current research status: Near completion of her Ed.D program.

31. Who we are • DarinthornInthapthim • Professional position: A lecturer at Naresuan University, Phayao. • Research topic: Learner autonomy and ways to foster autonomous language learning. • Current research status: Finishing collecting data for her Ed.D research program. Darinthorn Inthapthim

32. Who we are Hui Du • Hui DU • Professional position: Associate Professor of China Pharmaceutical University, 22 years’ experience of teaching English in China. • Research topic: Teacher talk as language input in College English classrooms. • Current research status: Collecting data his PhD program.

33. Who we are Jenny Barnett • Jenny Barnett • Professional position: Senior Lecturer, School of Education, Magill Campus, UniSA. • Research topic: Support for research writing in DEASS at UniSA; teaching new arrivals in geographically isolated settings.

34. Who we are Jill Burton • Jill Burton • Professional position: Associate Professor in Applied Linguistics, UniSA. • Research topic: Writing as method of inquiry, doctoral teaching, and tentatively, the role of English in the language classroom.

35. Who we are John walsh • John Walsh • Professional position: Program Director, Doctor of Education. • Research topics: • Literacy pedagogy for ‘at risk’ students in school • The experience of international higher degree by research students in the School of Education at UniSA.

36. Who we are Lyn Bray • Lyn Bray • Professional position: has taught ESL in Australia and EFL in several countries, and has lectured in TESOL at UniSA. • Research topic: The non-Thai teacher in Thailand and the learning that emerges from cultural differences between foreign teacher and local students. • Current research status: identifying themes from her data program.

37. Who we are • Monica Behrend • Professional position: Research Education Adviser for international students at UniSA. • Research topic: Linguistic and cultural dimensions of transnational students’ experiences of using online resources for writing course assignments. • Current research status: Analysing data . Monica Behrend

38. Who we are • Ngoc Doan • Professional position: A lecturer of English at Hanoi National University of Education, Vietnam for more than 10 years. • Research topic: English as an international language (EIL). • Current research status: Starting collecting data for his Ed.D program. Ngoc Doan

39. Who we are • PhairinRugsakorn • Professional position: An assistant professor at Rajamangala University of Technology Srivijaya in Songkhla, Thailand. • Research topic: Potential of project based learning approach to teaching EFL and developing self access learning materials for Thai adult learners. • Current research status: In her first year of Ed.D program. PhairinRugsakorn

40. Who we are • Phiona Stanley • Professional position: • A University of Cambridge CELTA teacher trainer. • Haing lectured/tutored on Masters’ courses in TESOL/Applied Linguistics at the Universities of Adelaide, South Australia and Sydney. • An ESOL teacher since 1993, and has taught, trained, and managed language schools in six countries including China. • Research topic: extent to which short-course-trained native English speakers are effective teachers in a Chinese university context. • Current research status: Analysing data for her PhD program at Monash University. Phiona Stanley

41. Who we are • Raquel Tomasa R Ho • Professional position: Lecturer of English at Western Mindanao State University • Research topic: (Tentative) Language learning strategies and language proficiency of university students in Mindanao. • Current research status: Starting her Ed.D program. Raquel Tomasa R Ho

42. Who we are SawitriSuwanaroa • SawitriSuwanaroa • Professional position: An English teacher at Rajamangala University of technology LannaTak campus in Thailand from 2003 to 2006. • Research topic: Developing training package(a more effective and efficient way) of listening and speaking skill for EIC students to maximize their English learning potential. • Current research status: In her first year of her Ed.D program.

43. Supalux Sri-sumang • Professional position: An English teacher in the Faculty of Management Sciences at Silpakorn University. • Research topic: Developing improved reading materials for university students of tourism . • Current research status: In her first year of Ed.D program. Supalux Sri-sumang

44. Who we are • SutidaNgonkum • Professional position: A lecturer of English at KhonKaen University, Thailand. • Research topic: How the listening strategies and group work affect Thai students listening skills improvement. • Current research status: Analysing data. SutidaNgonkum

45. Who we are • TawatchaiChaisiri • Professional position: A Thai teacher of English for almost 14 years, having experience in English teaching at primary, secondary and tertiary levels. He is currently a lecturer in the Faculty of Liberal Arts, Rajamangala University of Technology Thanyaburi, Thailand. • Research topic: Genre-based teaching of paragraph writing to Thai university students. • Current research status: In his first year of his Ed.D program. TawatchaiChaisiri

46. Who we are • Virginia Hussin • Professional position: • 25 years experience in TESOL in Australia and abroad • More than 10 years teaching English for Specific Purposes to English as an Additional Language (EAL) Health Sciences students at both Flinders Uni. & UniSA. • Current position: Lecturer B: Learning Adviser, EAL and International Students.. • Research topic: Interlanguage Pragmatics and the Negotiation of Meaning in Pharmacy Simulations. • Current research status: Analysing data. Virginia Hussin

47. Who we are • Xinqi Zhou • Professional position: An EFL teacher in China. • Research topic: English language development of a group of Chinese new arrivals in South Australia high schools. • Current research status: Developing his proposal for his Ed.D program. Xinqi Zhou

48. Who we are • Zheng Lin • Professional position: A senior lecturer in TESOL and TESOL Specialisation Coordinator in M.Ed program, School of Education (Magill Campus). • Research topic: • ESL/EFL education, theories and practices, especially with beginners in an e-Learning environment; • Reading comprehension and factors that affect reading comprehension, especially reading English as a second or foreign language; • Information and communication technologies and TESOL, especially using ICT to enhance ESL/EFL teaching and learning; • Reading and reading assessment, especially the techniques for testing reading in TESOL. Zheng Lin

49. Globalisation

50. specific context