International TESOL Teachers in a Multi-Englishes Community

This book embarks on an ever-expanding array of language, academic mobility, neoliberalism, and accompanying rich scholarly debates, with a focus on the day-to-day work experiences of international English language teachers in Saudi Arabia’s higher education.  

This book embarks on an ever-expanding array of language, academic mobility, neoliberalism, and accompanying rich scholarly debates. It examines the ways in which international English language teachers in Saudi Arabia’s higher education system position themselves, negotiate, interact, adjust, make sense of their classroom dynamics, and validate their senses of selves and pedagogies in their day-to-day (dis)engagement with their institutions and encounters at work. Informed by rich empirical data from a multi-year, multi-site project in addition to other qualitative studies, the book reveals on-the-ground complexities involving speaker status, language, ethnicity, nationality, race, religion, sociocultural factors, emotion labour, work dynamic and professionalism. It promotes thinking beyond normative ideologies on marginalisation, the native and non-native speaker dichotomy, linguistic, racial, religious and ethnic (inter)relations, and translanguaging pedagogies, while also offering new material for original theorisation in multi-Englishes multilingualism, local-trusting-local and the limits of negotiability.     

Acknowledgements
Preface: Putting Curiosities in Action: An Uneasy Journey of Exploration
1: International TESOL Teachers: What’s Missing on the Ground?
2: International Teachers of English in the ‘New’ Middle East: Saudi Arabia in Focus
3: Engaging (with) Flavors of TESOL: Mobility, Space, Place, Neoliberalism, Multilingualism and Emotion Labor
4: Unpacking Mobility Drive: Geographical, Personal, Financial, Professional and More
5: Unpacking Often-Hidden Layers of Factors behind International Mobilities
6: English, ELT and Perceptions of Peers and Students
7: On-the-Ground Realities: From Training, Experience and Perception to Actual Classrooms
8: Every Teacher is Different, Every Classroom has its Own Dynamic
9: Sulaiman Jenkins: Examining the (Im)mobility of African American Muslim TESOL Teachers in Saudi Arabia
10: Unpacking Hardly-Ever-Revealed Emotions, Pains and Complexities
11: Abdullah Alshakhi and Phan Le Ha: A Much-Needed Conversation with Native-English-Speaking Caucasian Teachers: Emotion Labor and Affect in Transnational Encounters
12: International TESOL Teachers Working in the Saudi ‘Trust House’: (Re)Conceptualization of Key Constructs
Ryuko Kubota: Afterword
References
Index