Higher Education Internationalization and English Language Instruction
Description
This book offers new understanding of the implications of pluralism and of transnational movements to higher education and the construct of a "native speaker" within contemporary globalization processes. Theoretically, it calls for a revisioned English as an International Language (EIL) pedagogy and a wider acceptance of EIL and of World Englishes. It challenges the postsecondary education sector to change the discourse around language proficiency to one that engages the "pluralism of English." As for the applied significance, the book contributes to the work on neo-racism which means racism goes beyond color to stereotypic foreign cultures, nationalities, and exotic accents based on cultural distinctions instead of merely skin differences. The book contributes to higher education policy and practice, pushing a revisioning of ESL in conceptual and pedagogical ways, such as designing more culturally oriented curriculum, implementing culturally responsive pedagogy, and valuing the teaching proficiency more than the language proficiency.
Reviews / Votes
"With precision, Huo's methodology is a successful integration of storytelling, qualitative research methods, interviews, and highly descriptive . . This methodology is particularly illuminating, as Huo's extensive engagement with their subjects along with observations of these interactions deepens the reader's understanding of how entrenched English is as a form of social capital within postsecondary education writing centers. . Huo points out that this commodification is twofold: international students feel that SWAE will provide them with economic benefits . ." (Alicia Brienza, The Writing Center Journal, Vol. 42 (2), 2024)
"Xiangying Huo's monograph . tells a thought-provoking story of a non-native English-speaking instructor's experiences working at a Canadian higher institution's writing centre. . Huo's experiences, reflections, and agentic actions documented in this book could be valuable for English teaching practitioners, as they stimulate deeper thoughts on multifaceted challenges restricting racialized English teachers in Canada and provide great examples of how practitioners can strategically adopt agency to address ideological and interpersonal constraints and produce counter-discourses in their everyday practices." (Liang Cao, TESL Canada Journal, Vol. 39 (2), 2022)
"This book addresses a variety of interrelated topics, including native-speakerism, writing centre tutoring, students' perceptions of racialized instructors in higher education, multicultural education, and social justice, which intersect exquisitely in the autoethnographic writing of Dr. Huo's years of experience navigating the Canadian university context. . The book follows a standard format for scholarly works, making it easy to navigate." (Qinghua Chen, Discourse and Writing - Rédactologie, Vol. 33, 2023)
"This book a very valuable resource not only for language teachers, practitioners, and policy makers in the center as Huo has focused on, but also for those in periphery that remain, to some degree, embrace monolingual and English-only ideology. The incorporation of multidisciplinary and critical approaches to study the intersections of power, race, ideology, identity, and legitimacy of multilingual language teacher educator(s) is . the essential contribution of the book." (Irham Irham, Higher Education, Vol. 85 (3), March, 2023)
"This book makes a valuable contribution to studies of critical perspectives on internationalization. When it comes to its geographical and socio-political positioning, it joins others in challenging Canadian universities to do better, to recognise and address racism, to transform support services, and to implement ethical internationalisation that will empower marginalised groups in higher education- and, by extension, Canadian society more broadly." (Vander Tavares, Journal of Multilingual and Multicultural Development, December 17, 2023)
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Content
Chapter 1. Introduction.- Chapter 2. Conceptual Frameworks.- Chapter 3. The Proliferation of English as a "World" Language.- Chapter 4. Review of Research on Teachers of English as an International Language.- Chapter 5. Methodology.- Chapter 6. Study Findings 1: Students' Perceptions of the Role of English and English.- Chapter 7. Study Findings 2: A Non-Native English Language Instructor's Experiences at a Higher Institution Writing Center.- Chapter 8. Discussion and Conclusion.- Appendix.
