The internationalization of higher education globally continues to grow more and more towards com... more The internationalization of higher education globally continues to grow more and more towards commercialization and neoliberalism paths, despite growing concerns about the underlying consequences. Building further on our work and using Saudi Arabia as a national case, this article critically investigates how and in what ways the Saudi government's desire to internationalize its higher education system has overlooked the many problems associated with its English-only policy, and the neoliberal shaping of social and economic pressures. The article also demonstrates the paradoxical messages concerning internationalization success, strategies, and visions conveyed by the Saudi government and by several institutions from English-speaking countries in response to Saudi Arabia's aspiration for internationalization of its higher education. We draw on several data sources in this article, specifically: (1) the Colleges of Excellence (CoE) project documents – a major Saudi government's initiative to restructure the technical and vocational education system; (2) Several publicly available news items released by technical and vocational colleges from Canada and the UK as well as by the UK government in relation to their participation in Saudi Arabia's CoE project; and (3) publicly available news items published in a number of key local Saudi newspapers regarding various aspects of the CoE project.
Though the concept of noticing has been extensively addressed in the SLA literature, few studies ... more Though the concept of noticing has been extensively addressed in the SLA literature, few studies suggest promoting noticing through collaborative feedback tasks (CFTs) in an EFL college writing classroom. To fill this gap, this paper attempts to provide a framework for promoting noticing through CFTs using three sequenced and interrelated CFTs: (I) pre-noticing stage that aims at instructing the students on how the feedback task functions and what its purposes are, (II) while-noticing stage that is based on two interrelated feedback tasks, namely contrastive-critical framing and transformed practice, and (III) post-noticing stage that is aimed at helping students reflect on what they have learned during the entire feedback process. To begin with, the article provides definitions of noticing. It then discusses how noticing and feedback are closely related to facilitate second or foreign language writing learning. In what follows, it discusses how noticing and CFTs complement one anot...
The internationalization of higher education globally continues to grow more and
more towards co... more The internationalization of higher education globally continues to grow more and
more towards commercialization and neoliberalism paths, despite growing concerns
about the underlying consequences. Building further on our work and using Saudi
Arabia as a national case, this article critically investigates how and in what ways the
Saudi government’s desire to internationalize its higher education system has
overlooked the many problems associated with its English-only policy, and the
neoliberal shaping of social and economic pressures. The article also demonstrates the
paradoxical messages concerning internationalization success, strategies, and visions
conveyed by the Saudi government and by several institutions from English-speaking
countries in response to Saudi Arabia’s aspiration for internationalization of its higher
education. We draw on several data sources in this article, specifically: (1) the
Colleges of Excellence (CoE) project documents a major Saudi government’s
initiative to restructure the technical and vocational education system; (2) Several
publicly available news items released by technical and vocational colleges
from Canada and the UK as well as by the UK government in relation to their
participation in Saudi Arabia’s CoE project; and (3) publicly available news items
published in a number of key local Saudi newspapers regarding various aspects of the
CoE project.
Keywords: Saudi Arabia; English-medium education; internationalization of higher
education; neoliberalism; CoE project
This article is located in the debates concerning the continued problems underlying the cultural ... more This article is located in the debates concerning the continued problems underlying the cultural politics of English-speaking Western countries’ Teaching English to Speakers of Other Languages (TESOL) programmes and ‘Western’ pedagogies. It examines two Saudi TESOL teachers’ pedagogical enactments in their home teaching contexts after returning from their Western-based TESOL programmes. It aims to obtain insights into questions of knowledge construction, pedagogy and training in Western TESOL programmes and their impacts on these teachers’ teaching in Saudi settings. We argue that these teachers have never been passive in the entire process nor have they been naïve about the cultural politics of TESOL. They have appeared to proactively take advantage of being trained in the West to teach effectively and to appropriate their given privileged status in the home contexts. They have also appeared to do so with awareness and with a strong sense of agency. This very aspect of agency, as we argue, deserves substantial scholarly attention in future research. We also argue that to move beyond the mindset that positions periphery teachers at the receiving end of Western TESOL training and as the recipient of Western TESOL pedagogical experiments, it is no longer valid to assume the enlightening and educating role of such training.
This article is located in the debates concerning the continued problems underlying the cultural ... more This article is located in the debates concerning the continued problems underlying the cultural politics of English-speaking Western countries’ Teaching English to Speakers of Other Languages (TESOL) programmes and ‘Western’ pedagogies. It examines two Saudi TESOL teachers’ pedagogical enactments in their home teaching contexts after returning from their Western-based TESOL programmes. It aims to obtain insights into questions of knowledge construction, pedagogy and training in Western TESOL programmes and their impacts on these teachers’ teaching in Saudi settings. We argue that these teachers have never been passive in the entire process nor have they been naïve about the cultural politics of TESOL. They have appeared to proactively take advantage of being trained in the West to teach effectively and to appropriate their given privileged status in the home contexts. They have also appeared to do so with awareness and with a strong sense of agency. This very aspect of agency, as we argue, deserves substantial scholarly attention in future research. We also argue that to move beyond the mindset that positions periphery teachers at the receiving end of Western TESOL training and as the recipient of Western TESOL pedagogical experiments, it is no longer valid to assume the enlightening and educating role of such training.
Though the concept of noticing has been extensively addressed in the SLA literature, few studies ... more Though the concept of noticing has been extensively addressed in the SLA literature, few studies suggest promoting noticing through collaborative feedback tasks (CFTs) in an EFL college writing classroom. To fill this gap, this paper attempts to provide a framework for promoting noticing through CFTs using three sequenced and interrelated CFTs: (I) pre-noticing stage that aims at instructing the students on how the feedback task functions and what its purposes are, (II) whilenoticing stage that is based on two interrelated feedback tasks, namely contrastive-critical framing and transformed practice, and (III) post-noticing stage that is aimed at helping students reflect on what they have learned during the entire feedback process. To begin with, the article provides definitions of noticing. It then discusses how noticing and feedback are closely related to facilitate second or foreign language writing learning. In what follows, it discusses how noticing and CFTs complement one another in order to facilitate critical and focused noticing to help students enhance their writing accuracy and fluency. Lastly, the article examines some challenges in promoting noticing through CFTs in an EFL writing classroom.
The internationalization of higher education globally continues to grow more and more towards com... more The internationalization of higher education globally continues to grow more and more towards commercialization and neoliberalism paths, despite growing concerns about the underlying consequences. Building further on our work and using Saudi Arabia as a national case, this article critically investigates how and in what ways the Saudi government's desire to internationalize its higher education system has overlooked the many problems associated with its English-only policy, and the neoliberal shaping of social and economic pressures. The article also demonstrates the paradoxical messages concerning internationalization success, strategies, and visions conveyed by the Saudi government and by several institutions from English-speaking countries in response to Saudi Arabia's aspiration for internationalization of its higher education. We draw on several data sources in this article, specifically: (1) the Colleges of Excellence (CoE) project documents – a major Saudi government's initiative to restructure the technical and vocational education system; (2) Several publicly available news items released by technical and vocational colleges from Canada and the UK as well as by the UK government in relation to their participation in Saudi Arabia's CoE project; and (3) publicly available news items published in a number of key local Saudi newspapers regarding various aspects of the CoE project.
Though the concept of noticing has been extensively addressed in the SLA literature, few studies ... more Though the concept of noticing has been extensively addressed in the SLA literature, few studies suggest promoting noticing through collaborative feedback tasks (CFTs) in an EFL college writing classroom. To fill this gap, this paper attempts to provide a framework for promoting noticing through CFTs using three sequenced and interrelated CFTs: (I) pre-noticing stage that aims at instructing the students on how the feedback task functions and what its purposes are, (II) while-noticing stage that is based on two interrelated feedback tasks, namely contrastive-critical framing and transformed practice, and (III) post-noticing stage that is aimed at helping students reflect on what they have learned during the entire feedback process. To begin with, the article provides definitions of noticing. It then discusses how noticing and feedback are closely related to facilitate second or foreign language writing learning. In what follows, it discusses how noticing and CFTs complement one anot...
The internationalization of higher education globally continues to grow more and
more towards co... more The internationalization of higher education globally continues to grow more and
more towards commercialization and neoliberalism paths, despite growing concerns
about the underlying consequences. Building further on our work and using Saudi
Arabia as a national case, this article critically investigates how and in what ways the
Saudi government’s desire to internationalize its higher education system has
overlooked the many problems associated with its English-only policy, and the
neoliberal shaping of social and economic pressures. The article also demonstrates the
paradoxical messages concerning internationalization success, strategies, and visions
conveyed by the Saudi government and by several institutions from English-speaking
countries in response to Saudi Arabia’s aspiration for internationalization of its higher
education. We draw on several data sources in this article, specifically: (1) the
Colleges of Excellence (CoE) project documents a major Saudi government’s
initiative to restructure the technical and vocational education system; (2) Several
publicly available news items released by technical and vocational colleges
from Canada and the UK as well as by the UK government in relation to their
participation in Saudi Arabia’s CoE project; and (3) publicly available news items
published in a number of key local Saudi newspapers regarding various aspects of the
CoE project.
Keywords: Saudi Arabia; English-medium education; internationalization of higher
education; neoliberalism; CoE project
This article is located in the debates concerning the continued problems underlying the cultural ... more This article is located in the debates concerning the continued problems underlying the cultural politics of English-speaking Western countries’ Teaching English to Speakers of Other Languages (TESOL) programmes and ‘Western’ pedagogies. It examines two Saudi TESOL teachers’ pedagogical enactments in their home teaching contexts after returning from their Western-based TESOL programmes. It aims to obtain insights into questions of knowledge construction, pedagogy and training in Western TESOL programmes and their impacts on these teachers’ teaching in Saudi settings. We argue that these teachers have never been passive in the entire process nor have they been naïve about the cultural politics of TESOL. They have appeared to proactively take advantage of being trained in the West to teach effectively and to appropriate their given privileged status in the home contexts. They have also appeared to do so with awareness and with a strong sense of agency. This very aspect of agency, as we argue, deserves substantial scholarly attention in future research. We also argue that to move beyond the mindset that positions periphery teachers at the receiving end of Western TESOL training and as the recipient of Western TESOL pedagogical experiments, it is no longer valid to assume the enlightening and educating role of such training.
This article is located in the debates concerning the continued problems underlying the cultural ... more This article is located in the debates concerning the continued problems underlying the cultural politics of English-speaking Western countries’ Teaching English to Speakers of Other Languages (TESOL) programmes and ‘Western’ pedagogies. It examines two Saudi TESOL teachers’ pedagogical enactments in their home teaching contexts after returning from their Western-based TESOL programmes. It aims to obtain insights into questions of knowledge construction, pedagogy and training in Western TESOL programmes and their impacts on these teachers’ teaching in Saudi settings. We argue that these teachers have never been passive in the entire process nor have they been naïve about the cultural politics of TESOL. They have appeared to proactively take advantage of being trained in the West to teach effectively and to appropriate their given privileged status in the home contexts. They have also appeared to do so with awareness and with a strong sense of agency. This very aspect of agency, as we argue, deserves substantial scholarly attention in future research. We also argue that to move beyond the mindset that positions periphery teachers at the receiving end of Western TESOL training and as the recipient of Western TESOL pedagogical experiments, it is no longer valid to assume the enlightening and educating role of such training.
Though the concept of noticing has been extensively addressed in the SLA literature, few studies ... more Though the concept of noticing has been extensively addressed in the SLA literature, few studies suggest promoting noticing through collaborative feedback tasks (CFTs) in an EFL college writing classroom. To fill this gap, this paper attempts to provide a framework for promoting noticing through CFTs using three sequenced and interrelated CFTs: (I) pre-noticing stage that aims at instructing the students on how the feedback task functions and what its purposes are, (II) whilenoticing stage that is based on two interrelated feedback tasks, namely contrastive-critical framing and transformed practice, and (III) post-noticing stage that is aimed at helping students reflect on what they have learned during the entire feedback process. To begin with, the article provides definitions of noticing. It then discusses how noticing and feedback are closely related to facilitate second or foreign language writing learning. In what follows, it discusses how noticing and CFTs complement one another in order to facilitate critical and focused noticing to help students enhance their writing accuracy and fluency. Lastly, the article examines some challenges in promoting noticing through CFTs in an EFL writing classroom.
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Papers by Othman Barnawi
more towards commercialization and neoliberalism paths, despite growing concerns
about the underlying consequences. Building further on our work and using Saudi
Arabia as a national case, this article critically investigates how and in what ways the
Saudi government’s desire to internationalize its higher education system has
overlooked the many problems associated with its English-only policy, and the
neoliberal shaping of social and economic pressures. The article also demonstrates the
paradoxical messages concerning internationalization success, strategies, and visions
conveyed by the Saudi government and by several institutions from English-speaking
countries in response to Saudi Arabia’s aspiration for internationalization of its higher
education. We draw on several data sources in this article, specifically: (1) the
Colleges of Excellence (CoE) project documents a major Saudi government’s
initiative to restructure the technical and vocational education system; (2) Several
publicly available news items released by technical and vocational colleges
from Canada and the UK as well as by the UK government in relation to their
participation in Saudi Arabia’s CoE project; and (3) publicly available news items
published in a number of key local Saudi newspapers regarding various aspects of the
CoE project.
Keywords: Saudi Arabia; English-medium education; internationalization of higher
education; neoliberalism; CoE project
been naïve about the cultural politics of TESOL. They have appeared to proactively take advantage of being trained in the West to teach effectively and to appropriate their given privileged status in the home contexts. They have also appeared to do so with awareness and with a strong sense of agency. This very aspect of agency, as we argue,
deserves substantial scholarly attention in future research. We also argue that to move beyond the mindset that positions periphery teachers at the receiving end of Western TESOL training and as the recipient of Western TESOL pedagogical experiments, it is no longer valid to assume the enlightening and educating role of such training.
classroom. To fill this gap, this paper attempts to provide a framework for promoting noticing through CFTs using three sequenced and interrelated CFTs: (I) pre-noticing stage that aims at instructing the students on how the feedback task functions and what its purposes are, (II) whilenoticing stage that is based on two interrelated feedback tasks, namely contrastive-critical framing and transformed practice, and (III) post-noticing stage that is aimed at helping students reflect on
what they have learned during the entire feedback process. To begin with, the article provides definitions of noticing. It then discusses how noticing and feedback are closely related to facilitate second or foreign language writing learning. In what follows, it discusses how noticing and CFTs complement one another in order to facilitate critical and focused noticing to help students enhance their writing accuracy and fluency. Lastly, the article examines some challenges in promoting
noticing through CFTs in an EFL writing classroom.
more towards commercialization and neoliberalism paths, despite growing concerns
about the underlying consequences. Building further on our work and using Saudi
Arabia as a national case, this article critically investigates how and in what ways the
Saudi government’s desire to internationalize its higher education system has
overlooked the many problems associated with its English-only policy, and the
neoliberal shaping of social and economic pressures. The article also demonstrates the
paradoxical messages concerning internationalization success, strategies, and visions
conveyed by the Saudi government and by several institutions from English-speaking
countries in response to Saudi Arabia’s aspiration for internationalization of its higher
education. We draw on several data sources in this article, specifically: (1) the
Colleges of Excellence (CoE) project documents a major Saudi government’s
initiative to restructure the technical and vocational education system; (2) Several
publicly available news items released by technical and vocational colleges
from Canada and the UK as well as by the UK government in relation to their
participation in Saudi Arabia’s CoE project; and (3) publicly available news items
published in a number of key local Saudi newspapers regarding various aspects of the
CoE project.
Keywords: Saudi Arabia; English-medium education; internationalization of higher
education; neoliberalism; CoE project
been naïve about the cultural politics of TESOL. They have appeared to proactively take advantage of being trained in the West to teach effectively and to appropriate their given privileged status in the home contexts. They have also appeared to do so with awareness and with a strong sense of agency. This very aspect of agency, as we argue,
deserves substantial scholarly attention in future research. We also argue that to move beyond the mindset that positions periphery teachers at the receiving end of Western TESOL training and as the recipient of Western TESOL pedagogical experiments, it is no longer valid to assume the enlightening and educating role of such training.
classroom. To fill this gap, this paper attempts to provide a framework for promoting noticing through CFTs using three sequenced and interrelated CFTs: (I) pre-noticing stage that aims at instructing the students on how the feedback task functions and what its purposes are, (II) whilenoticing stage that is based on two interrelated feedback tasks, namely contrastive-critical framing and transformed practice, and (III) post-noticing stage that is aimed at helping students reflect on
what they have learned during the entire feedback process. To begin with, the article provides definitions of noticing. It then discusses how noticing and feedback are closely related to facilitate second or foreign language writing learning. In what follows, it discusses how noticing and CFTs complement one another in order to facilitate critical and focused noticing to help students enhance their writing accuracy and fluency. Lastly, the article examines some challenges in promoting
noticing through CFTs in an EFL writing classroom.