Lancaster U Job Ad: TESOL (UK)

Job adsLecturer in TESOLLinguistics & English Language, Lancaster University. Closing Date:  15 September 2017

You will have a PhD and relevant research and teaching experience in second language teaching, second language learning and/or classroom-based research. You will join a large group of internationally renowned linguists that includes specialists in second language teaching, learning and assessment, as well as in many other areas, including: English Language study, Corpus Linguistics, Discourse Studies, Forensic Linguistics, Sociolinguistics, Sociophonetics, Cognitive Linguistics and Psycholinguistics.

You will pursue research and publications at a level appropriate for a strong submission to the next Research Excellence Framework and will be expected to supervise undergraduate and postgraduate students. You will contribute to the department’s modules and programmes in TESOL and related areas, particularly at postgraduate level.

This is a full time indefinite post beginning 1 January 2018.

U Bristol Job Ad: Applied Linguistics & TESOL

Lecturer in Education (TESOL/Applied Linguistics)
University of Bristol, UK

The Graduate School of Education is seeking to appoint an outstanding individual to make a significant contribution to the School’s long established Teaching English to Speakers of Other Languages (TESOL) / Applied Linguistics provision. The successful individual will contribute to our successful Masters programmes, doctoral supervision, and to extending the School’s research profile in this area. This is a full academic role, and the post-holder’s contribution will span scholarship, teaching, research and administration. Candidates will be at the forefront of their field, and will be expected to play a significant role in the delivery of the School’s research strategy.

The successful candidate will be a thoughtful, dynamic, creative and ambitious self-starter, keen to develop their research and teaching in a supportive and high-performing environment. You will be an experienced doctoral supervisor, and have experience of supervising doctoral candidates through to completion. We welcome applicants who have interests that complement our existing research strengths. Candidates who can clearly articulate how their research and teaching interrelate are of particular interest to us, as are those who bring methodological insights. This is a key appointment and represents a fantastic opportunity to contribute to the development of an established area of academic endeavour for the School.

The closing date for applications is 26 March 2017.

Job Ad University College London (Applied Linguistics & TESOL)

Lecturer in Applied Linguistics and TESOL
UCL Centre for Applied Linguistics, UCL Institute of Education
University College London (UCL), UK
Closing Date: 7 Jul 2016

Duties and Responsibilities
Applications are invited for a Lectureship in Applied Linguistics and TESOL. The successful candidate will be expected to contribute to the Masters programmes in Applied Linguistics and TESOL (including MA in TESOL Pre Service), especially in second language acquisition, bilingualism and multilingualism, corpus linguistics, sociolinguistics, discourse analysis, intercultural communication and/or research methods. The supervision of PhDs, research activities and administrative responsibilities of the Centre the Department, the Institute and UCL generally.

Key Requirements
The postholder will have a PhD in Applied Linguistics, TESOL or a relevant subject. Experience in teaching and supervision in a higher education institution and proven ability to undertake research and produce publications of high quality.

Further Details
The post is available from the 1st September 2016 or as soon as possible thereafter.

If you have any queries about the post, please contact Professor Li Wei li.wei [at] ucl.ac.uk
To apply, please go to UCL jobs website and apply online.
For technical queries, contact Jackie Gadd: j.gadd [at] ucl.ac.uk

U Nizwa job ad: Applied Linguistics/TESOL (Oman)

Lecturer / Assistant Professor / Associate Professor / Full Professor in Applied Linguistics / TESOL
University of Nizwa – Department of Foreign Languages
Expires: 12th March 2016

We are seeking motivated, well-qualified academics to teach English classes for university-wide EAP courses, and on courses in the BA and MA English language programmes in the Department of Foreign Languages, University of Nizwa, Oman. Applicants should be able to begin work at the beginning of the Fall 2016 academic semester (August / September).

Requirements:
The ideal candidate will have the following profile:

Lecturer:
• MA in Applied Linguistics / TESOL from an recognized Anglophonic university

Assistant Prof / Associate Prof / Prof:
• PhD in Applied Linguistics / TESOL from an recognized Anglophonic university
• Research track record and proof of an ongoing commitment to research activities
• Experience in supervising MA theses

For all ranks:
• Higher education teaching experience in a relevant specialism for a minimum of two years
• Computer / media literacy including use of a LMS
• Experience of working in an L2 English academic context.

Job Description
The successful applicant will be expected to:
• teach modules in the university-wide English courses, and on BA and MA English language programmes (according to rank)
• contribute to the development of courses, and the development of student learning opportunities
• collaborate with other teachers working on the programmes
• supervise BA undergraduate final year projects and MA dissertations as required
• undertake necessary administrative tasks

Application Information
Applicants should send their CV and covering letter via email.

Xi’an Jiaotong-Liverpool U job ad: Applied Linguistics/TESOL

Lecturer/Associate Professor in Applied Linguistics and TESOL
Xi’an Jiaotong – Liverpool University – Department of English, Culture and Communication
Suzhou, China
Closes: 21st February 2016

Applications are invited for a position in applied linguistics and TESOL in the Department of English, Culture and Communication at Xi’an Jiaotong-Liverpool University. The Department specialises in applied linguistics and TESOL, English language, English literature, and communication and media studies. Successful candidates shall have, or expect shortly to receive; a PhD in a relevant area of applied linguistics and English language studies, and be able to demonstrate teaching experience at both undergraduate and postgraduate levels in international English-medium institutional contexts. Candidates shall also be able to demonstrate an international research profile with a proven record of high quality research publications. Successful candidates will be expected to contribute to the delivery of both MA TESOL and BA Applied English programmes. Preference will be given to candidates who are able to design and develop courses in second language acquisition, discourse analysis, stylistics and English for Specific Purposes.

The department currently has 25 academic staff and over 500 students. XJTLU is a unique collaborative institution, the first and currently the only university in China to offer both UK (University of Liverpool) and Chinese (Ministry of Education) accredited undergraduate degrees. Formed in 2006, the University now has over 8,000 students studying on campus. The language of instruction in Years 2 to 4 is English. XJTLU aims to become truly research-led, and has recently committed significant investment into research development and the expansion of PhD student numbers on campus. The Department currently offers five undergraduate degree programmes, in English and Finance, English and International Business, English and Communication Studies, Applied English, and Communication Studies; and an MA in TESOL and an MSc in Media and Communication. A Masters in Translation is currently under development. It is well-equipped with cutting-edge facilities, including a dedicated interpreting laboratory, an SDLTrados professional translation laboratory, and a Digital Media Production Laboratory.

XJTLU is located in the Higher Education Town of Suzhou Industrial Park, well-connected via nearby airports and high-speed rail, and just 25 minutes by rail from Shanghai. SIP is a major growth zone, including operations run by nearly one-fifth of the Fortune 500 top global companies. Greater Suzhou is now the fifth largest concentration of economic activity in China in terms of GDP. The broader Suzhou area encompasses the spirit of both old and new in China, with the historic old town’s canals and UNESCO World Heritage Site gardens attracting millions of tourists annually. SIP offers an excellent quality of life with high environmental standards. The nearby Jinji Lake provides attractive views, by day and by night, and there are a variety of shopping facilities, international and local restaurants, entertainment hubs and a great nightlife. Suzhou is also home to four international schools.

The salary range for the position is 19,971 – 30,701 RMB/month (Lecturer), and 31,166 – 42,546 RMB/month (Associate Professor). In addition, members of academic staff are entitled to accommodation and travel allowances, medical insurance, and relocation expenses. Overseas staff may receive a tax “holiday” of up to three years, depending on nationality, residence and personal circumstances.

To Apply: submit an online application.

Applications should be received by 21 February 2016 (reference LCT1515). Informal enquiries may be addressed to the Head of Department, Dr Nick Cope.

To learn more about working & living in China, please read.

Conquering the Cultural Barriers of Teaching in Thailand by Charles McKinney

Conquering the Cultural Barriers of Teaching in Thailand
By Charles McKinney

Charles McKinney with students

I moved to Bangkok, Thailand in January 2013 to earn my master’s degree as a full-time student at Webster University Thailand. I needed to find work to support myself. After two months of hunting, I landed a job at a private language school teaching English, something I was qualified to do as a TESOL-certified American with two years of previous overseas ESL expertise.

Having never taught Thai students before, I initially struggled to satisfy their learning needs. The students expected me to teach by talking; they wanted to participate as little as possible. My boss told me that, unlike American students who take an active role, Thai students are often quite passive learners.

Classes were mostly one-on-one, a new format for me. A few lessons were cancelled after students griped about my teaching methods, disliking the fact that I was following the textbook lesson plan precisely rather than teaching from my knowledge of the topics and using the book minimally. I started out teaching academic writing and grammar to adolescents who found the material dry; thus my challenge was to make it more interesting for them.

Really, I had no lessons in technique: my busy boss usually gave me the necessary resources to teach and then left me to figure out the rest on my own with minimum advice. So, after nearly a month of floundering to improve my teaching performance my boss decided to give me a two-month hiatus (although I did not know this at the time). It turned out she was right: I needed more time to adapt to the culture and the students.

A few months later, I was called back to teach a new academic writing class for a mid-career professional who wanted to return to school. This time I brought my computer with me, using the Internet as an aid to my lesson plan. I prepared PowerPoint presentations to convey the material in an engaging and orderly manner. Throughout the two-month class, we managed to build rapport and exchange cultural knowledge that helped us to understand one another as individuals.

“Here are pictures of my Buddhist monk ceremony, a rite of passage that many Thai men experience,” my student shared with me one day. In return, I showed him a student newspaper from my college days. “This is my pride and joy as former editor-in-chief of the paper; you can learn about my culture through this medium,” I told him. It was one of those cultural insight moments I cherished. As our class progressed, he gave my boss positive feedback about me – and my confidence in my new techniques improved.

I was not only the first American, but the first African-American teacher this school hired. I have now taught students from Bhutan and Russia as well as Thailand. This experience has taught me the values of patience, flexibility, humility and effective cross-cultural communication. Teachers can make a difference in students’ lives, especially in cultures that are drastically different from their own, but students also make a difference in their teachers’ lives. They learned some English, but I learned about their cultures. Creating a comfortable space for students to be themselves, and remembering that teachers also learn from their students, can foster wonderful intercultural dialogues.

Charles McKinney is a recent MA media communications graduate from Webster University Thailand. Having embarked on a rewarding career of ESL/EFL teaching as an expat in East Asia, Charles is hoping to secure an English Language Fellowship with the US Embassy for the new school year and is making plans to possibly join the Peace Corps next year. CID’s website was helpful during Charles’s master’s thesis research, and he wrote this essay as a way of giving back. Contact him through LinkedIn.

Santoi Wagner-microgrant report

NCA Micro Grant Report
Santoi Wagner, University of Pennsylvania

Dr. Eun Sung Park and Dr. Santoi Wagner
Drs. Eun Sung Park and Santoi Wagner

In May 2013, with support from a Center for Intercultural Dialogue micro grant funded by the National Communication Association, I traveled to Seoul, South Korea, to meet with Dr. Eun Sung Park of Sogang University. We are both applied linguists, though we have different research concerns: my interests lie at the interface of language and social interaction while Dr. Park’s work has centered on cognitive aspects of second language acquisition. However, given our professional roles in working with TESOL (Teaching English to Speakers of Other Languages) teachers, we share common interests in second language teaching and learning, and how to effectively educate teachers in both theory and practice. I am currently the Acting Director of TESOL at the University of Pennsylvania’s Graduate School of Education. Dr. Park is an Associate Professor of TESOL/Applied Linguistics and Director of the General English Education Program at Sogang. Although we had corresponded briefly via email about the possibility of working together, we had not previously had the opportunity to engage in an extended discussion. I envisaged our conversation to be an exploratory step to examine an issue that has been of particular interest to me over the past few years: how well do Master’s TESOL (Teaching English as a Second Language) programs prepare international students to teach in classrooms in their home countries that may be very different from those experienced via study and fieldwork in their graduate programs?

My preparations for the trip were fairly smooth. While the micro grant did not quite cover the entire airfare to Seoul, I was fortunate to able to fund the remainder through my faculty conference/travel fund. One of the more difficult aspects of preparation was to find a suitable time to travel given my teaching responsibilities and the fact that I wanted to be able to meet with Dr. Park while her university was still in session. By planning several months in advance, I was able to schedule my summer teaching to fit in with my plans to travel as soon as my spring semester had finished. This also gave me time to track airfares to ensure I found the best price possible (I used a tracking and notification tool available on Kayak).

Dr. Park was very generous with her time while I was visiting. We had broad and informative discussions, ranging from the teacher training and credentialing process in South Korea and the changing environment of English teaching there in terms of a greater emphasis on oral skills, to the career paths of graduates who have studied overseas and returned to Korea. Very interestingly, Dr. Park described how, in her experience, native English speaking teachers are perceived by students at her university to be better teachers than non-native English speaking teachers, but how more often than not, it is the non-native English speaking teachers who receive better student evaluations. This particular theme was not one that I had initially considered, but we brainstormed on the various ways we might go forward with this idea, including accessing and analyzing the available data, and we will follow up our discussion on email and hopefully arrange a meeting at a conference in the United States next year.

During my time in Seoul, two opportunities arose that I had not originally planned for. Firstly, Dr. Park arranged for me to observe a graduate class she was teaching, ENG 6217: Second Language Acquisition. The class was conducted in English as the program has a number of overseas students. Dr. Park asked me to speak to the students about studying in the United States and to answer questions about applying to doctoral programs there. I enjoyed this experience as it enabled me to engaged directly with the students (and to do some promotion of my home institution’s program!)

Dr. Wagner with students
Dr. Wagner with students

Secondly, I was also able to meet with a former graduate student from my home institution who was teaching English at Sogang. Our conversation was particularly beneficial as we talked about her experience of a TESOL Master’s program in the US and how it had prepared her for teaching in Korea. Two rather surprising issues arose. One was the unrealistic expectation held by international students on entering the Masters program with regards to the ease of finding a good teaching position in their home country after they complete their degree. The other related issue was the perception of the most significant benefit from obtaining the degree. Rather than improving one’s pedagogy or knowledge about teaching, as I might have posited, the former student pointed to the increase in her authority that stemmed from her students’ knowledge of her educational background. Although my methodology in my original project proposal is centered on the micro-analytic examination of classroom interaction, this meeting underlined the usefulness of such conversations in generating ideas and developing possible themes for further inquiry.

I am deeply appreciative of the time I spent in Seoul, and for the NCA micro grant that enabled me to make such a trip. Although I initially had formulated quite firm proposal ideas, the conversations I had were extremely valuable in opening up my perspective about the possible and effective ways to further my research goals, and possibly expand them to encompass new directions for my work. I feel that the grant’s support of “participation in intercultural dialogue through academic interactions” is especially important in the exploratory stage of research. Dr. Park and I are not in the same sub-fields of our discipline, and so this type of in-depth conversation might be less likely to happen through regular conference or peer contacts. Phone, email, or even video-conferencing would have been poor substitutes for this type of exploratory discussion: I am grateful for the opportunity to meet potential collaborators in person, engage in face-to-face interaction, and establish productive professional relationships.

[NOTE: Santoi Wagner’s original project proposal is available here.]

Santoi Wagner – micro grant

Santoi WagnerDr. Santoi Wagner, Associate Director of TESOL at the University of Pennsylvania’s Graduate School of Education, received one of the National Communication Association’s micro grants in Fall 2012 in order to work with Dr. Eun Sung Park, Assistant Professor of TESOL/Applied Linguistics and Director of the General English Education Program at Sogang University, Korea. They share research and professional interests in issues surrounding second language teaching and learning. Through this international and intercultural collaboration, the project will contribute to a deeper understanding of the interactional competencies and expectations of appropriate communicative behaviors for the classroom that non-native English speaking teachers bring to their training, and take home with them. The collaboration will also help ensure that the question of how to best support international students will receive balanced consideration from the perspectives of training in TESOL programs in the United States and teaching in students’ home countries.

Project background: With the spread of English around the globe, and the growing use of English as a lingua franca, there is an increasing demand for English language teachers. A significant proportion of students in many TESOL graduate programs in the United States are non-native English speaking (NNES) international students. While the experience for these students is often a positive one, an under-examined aspect of their training is how well the programs prepare students to teach in their home countries. For researchers interested in the interface of language and social interaction in the classroom, an issue of concern is the potential diversity in culturally appropriate norms of classroom communicative behavior. Although the impact of teacher education on actual teaching practices is an established field of inquiry, there has been much less research with respect to NNES teachers. Much of the work relating to NNES teachers of English has only been completed in the past fifteen years, and is predominantly centered around teacher self-accounts through narratives, interviews, and surveys, rather than investigations of actual teaching practices. This project seeks to explore two related questions: (a) How are NNES teachers’ communicative behaviors in the classroom altered by undergoing a training program outside of their home country? (b) How is this communicative behavior affected when NNES teachers return home to classroom and educational contexts that may be significantly different? Because the focus is the interactional practices of NNES teachers as they engage in their teaching, the study will primarily employ a qualitative micro-analytic approach to analyze the data collected from classroom observations.