Please use this identifier to cite or link to this item: https://hdl.handle.net/2440/72678
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dc.contributor.authorElyas, T.-
dc.contributor.authorPicard, M.-
dc.date.issued2012-
dc.identifier.citationAsian EFL Journal, 2012; 14(2):99-124-
dc.identifier.issn1738-1460-
dc.identifier.urihttp://hdl.handle.net/2440/72678-
dc.description.abstractThis paper uses one case study at a Saudi Arabian university to illustrate the effects of competing Discourses on the identities of English language teachers in this context. Through an unpacking of their language teaching narratives, the notion of 'global' English language teaching emerges as a way of potentially resolving the conflicting identities/ Discourses.-
dc.description.statementofresponsibilityTariq Elyas and Michelle Picard-
dc.language.isoen-
dc.publisherTime Taylor International-
dc.rights©Asian EFL Journal Press 2012-
dc.source.urihttp://asian-efl-journal.com/quarterly-journal/2012/06/01/towards-a-globalized-notion-of-english-language-teaching-in-saudi-arabia-a-case-study/-
dc.subjectIdentity-
dc.subjectEnglish Language Teachers-
dc.subjectSaudi Arabia-
dc.titleTowards a globalized notion of English language teaching in Saudi Arabia: a case study-
dc.typeJournal article-
dc.contributor.departmentFaculty of the Professions-
pubs.publication-statusPublished-
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Education publications

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