Policy Development in TESOL and Multilingualism

Kashif Raza has an MA in English Language and Literature from University of Sargodha, Pakistan, an LLB from the University of Punjab, Pakistan, and an MA TESOL from Oklahoma City University, USA. He is a Ph.D. student at Werklund School of Education, University of Calgary, Canada, specializing in educational leadership and policy, and is currently a lecturer in English and a faculty senator at Qatar University’s Foundation Program. As a multilingual speaker of Urdu, Punjabi, English, Arabic, and Persian, and with academic background in ELT and law, Kashif has been involved in teaching, leadership, developing and supervising EAP and ESP law courses, and planning and implementing English education policies at department, college, and university levels. His research interests include language policy and planning, bi/pluri/multilingualism, language program leadership, teacher development, expectations and perceptions in education, SLW, legal English, and translation. Kashif also serves on the editorial board of a book series edited by Dr. Christine Coombe, entitled “English Language Teaching: Theory, Research and Pedagogy” and published by Springer. He also translated Dr. Dudley Reynold’s research report on Language Policy in Globalized Contexts in Urdu which was published by WISE Qatar.  Christine Coombe has a Ph.D. in Foreign/Second Language Education from the Ohio State University. She is currently an associate professor of General Studies at Dubai Men’s College in the UAE. Christine is a co-editor and co-author of numerous volumes on F/SL assessment, research, leadership, teacher evaluation, and TBLT. Her most recent publications are the Role of Language Teacher Associations in Professional Development (2018, Springer) and Innovation in Language Learning and Teaching: The Case of the Middle East and North Africa (2019, Palgrave MacMillan). Christine served as the president of the TESOL International Association (2011–2012) and in 2017 was named to TESOL’s 50@50 which “recognizes professionals who have made significant contributions to the TESOL profession within the past 50 years.” Dr Coombe is the 2018 recipient of the James E. Alatis Award which recognizes exemplary service to TESOL.    Dudley Reynolds is a teaching professor of English at Carnegie Mellon University in Qatar. He served as the president of TESOL International Association in 2016-2017 and has been a teacher and researcher of multilingual language learners for over 30 years, working primarily with learners of English. His research addresses issues in language education policy, developmental patterns in additional language learning, curricular and pedagogical approaches to literacy development, teacher education and learning. Among his recent publications is a report on Language Policy in Globalized Contexts for the World Innovation Summit for Education (wise-qatar.org).

​Past, Present and Ways Forward: Towards Inclusive Policies for TESOL and Multilingualism.- Policy and Pedagogical Reform in Higher Education: Embracing Multilingualism.- Bilingual Education in Brazil.- Global ESOL Assessment Practices: The Washback Effect and Automated Testing in China.- The Discursive Constructions of TEFL: Key Themes in the National Policies and Curriculum Documents of Two Indonesian Universities and Their Possible Ecological Reconstructions.- English Language Teaching Development in the Midst of Morocco’s Continuing Language Policy Conundrum.- The Mythic and the Authentic Value of English in the African Classroom: A Policy Perspective.- Multilingualism Through English Dominated Bilingual Policy: Integration of International Students in Modern Singapore.- Enhancing Equity for English Learners Through the Seal of Biliteracy: Policy/Practice Pitfalls and Possibilities.- The Ideologies of English as Foreign Language (EFL) Educational Policies in Korea: The Case of Teacher Recruitment and Pre-Service Teacher Education.- Enacting a Multilingual Policy for Economic Growth: Exploiting the China-Pakistan Economic Corridor Project to Create Linguistic Harmony in Pakistan.- Marginalized Students and Linguistic Challenges at Intensive English Programs in Lebanon.- Humoristic Translanguaging in Intercultural Communication in Qatar: Merits, Limitations and its Potential Contribution to Policy Development.- TESOL’s Way Forward to Policy Development and Multilingualism in EMI.- Working Sideways for Change: Extending the Notion of Ideological and Implementational Space.- Translanguaging as a Key to Socially Just English Teaching in Finland.- English as a Mediator for Communication and Understanding: The Case of Israel and Palestine.- Building English Language Resources of Multilinguals.- From TESOL to TOLSE: Plurilingual Repertoires at the Heart of Language Learning and Teaching.- An Overview of Turkey’s Policy Development in TESOL and Multilingualism.- A Bourdieusian and Post-Colonial Perspective on Collaboration Between NESTs and NNESTs.- Dominant Language Constellations: Teaching and Learning Languages in a Multilingual World.