Higher Education Internationalization and English Language Instruction

Abstract

translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Linguistic and non-linguistic barriers to English speaking ability among Saudi EFL learners

“…Alluding to the non-native speakers of English, this language has gained prominence on account of various and dominant socio-economic and political factors. It is a widely acknowledged fact that the English language has a global presence and has become an internationalized language along with reckoning as the language of international relations, science, and economics (Huo, 2020) which has led to a new field of investigation and practice in the linguistics, related to English as a foreign language [EFL]. As reported by Leonard (2018), to teach English effectively, teachers must put more emphasis on the art of communication and inculcate the skill of communicating ideas which also helps in placing the flow of ideas and arguments in a fair and logical manner side by side encouraging communication and propagation of narratives accurately.…”

Percepción sobre la adquisición y el dominio del inglés en profesores universitarios: implicaciones en los procesos de internacionalización en casa

“…Esta situación es similar a otros contextos que también experimentan cambios en la política educativa y que proponen la incorporación de docentes que puedan sostener un proceso de enseñanza en inglés con fi nes académicos. Es de considerar que el dominio del inglés ha sido impulsado por estrategias institucionales que buscan crear un consenso, además de mantener el poder y las ganancias que otorgan las estructuras de mercado a cambio del capital lingüístico, el cual muchas veces proviene de la socialización familiar y la escolarización (Hou, 2020). Sin embargo, las normas de aprendizaje de idiomas centradas en la noción del "hablante nativo ideal" han suscitado muchas (continuación ) interrogantes y debates en torno a la forma ideal de adquirir y/o usar el idioma, dando paso a perspectivas como eil, que elimina el privilegio normativo del hablante nativo y abre paso a nuevos enfoques de enseñanza y aprendizaje de idiomas, tales como los contextos informales, el autoaprendizaje o la experiencia en países extranjeros, los cuales se vieron refl ejados en las respuestas de los profesores de la Universidad de Sonora.…”

“Your English is so good”: Linguistic experiences of racialized students and instructors of a Canadian university

“…Witnessing the rising animosity toward those who look and sound different from the dominant group, applied linguists have increasingly focused on the relationships between race/ethnicity and language by examining discourses in various domains, such as the workplace (e.g., Tankosic and Dovchin, 2021) and higher education (e.g., Huo, 2020;Lee, 2015;Mayuzumi, 2015;Ramjattan, 2019;Sterzuk, 2015). Underlying discourses of racialization and racism is language ideology.…”