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This book addresses how Western universities have constructed themselves as global providers of education, and are driven to be globally competitive. It examines how the term 'international' has been exploited by the market in the form of government educational policies and agencies, host institutions, academia and the mass media. The book explores matters relating to the role of the English language in international education in general and the field of TESOL in particular. It demonstrates how English and TESOL have exercised their symbolic power, coupled with the desire for international education, to create convenient identities for international TESOL students. It also discusses the complexity surrounding and informing these students' painful yet sophisticated appropriation of and resistance to the convenient labels they are subjected to.

English language --- Language teachers --- Students, Foreign --- Foreign study --- International study --- Study abroad --- Studying abroad --- Education --- Foreign students --- International students --- Overseas students --- Students, International --- Visitors, Foreign --- Foreign students' spouses --- EFL (Language study) --- English as a foreign language --- English as a second language --- English to speakers of other languages --- ESL (Language study) --- ESOL (Language study) --- Teaching English as a second language --- TEFL (Language study) --- TESL (Language study) --- Study and teaching --- Foreign speakers. --- Training of. --- Education. --- Government policy. --- Globalization. --- Teachers of English to Speakers of Other Languages. --- T.E.S.O.L. (Teachers of English to Speakers of Other Languages) --- TESOL (Teachers of English to Speakers of Other Languages) --- TESOL International Association --- Germanic languages --- Australia. --- TESOL. --- globalisation. --- identity. --- international education. --- market abuse. --- marketisation.

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This book inspects higher education reform in market-oriented socialist Vietnam, with a focus on newness narratives and enquiry. Engaging in dialogic conversations with global and regional forces and exploring convergences in the domains of policy, curriculum, research, pedagogy, and society, chapter authors analyse ideologies that have entered Vietnam’s educational landscape. Chapters include discussions of post-Soviet legacies, socialist thought, privatization, neoliberalism, global rankings, academic freedom, autonomy, and elitism, as well as the actors, discourses and practices through which they manifest. In so doing, authors’ commentaries juxtapose phenomena in Vietnam with other national contexts such as the Philippines, Brunei Darussalam, Japan, Australia, and Trinidad and Tobago.

International education . --- Comparative education. --- Higher education. --- Educational policy. --- Education and state. --- International and Comparative Education. --- Higher Education. --- Educational Policy and Politics. --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Government policy --- History

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Building on both Western and Asian theoretical resources, the book examines how EIL teachers see themselves as professional and individual in relation to their work practices. It reveals the tensions, compromises, negotiations and resistance in their enactment of different roles and selves, especially when they are exposed to values often associated with the English-speaking West. The ways they perceive their identity formation problematise and challenge the seemingly dominant views of identity as always changing, hybrid and fragmented. Their experiences highlight the importance of the sense of belonging and being, connectedness, continuity and a coherent growth in identity formation. Their attachment to a particular locality and their commitment to perform the moral guide role as EIL teachers serve as the most powerful platform for all their other identities to be constructed, negotiated and reconstituted.

English language --- Language teachers. --- Language and culture. --- Second language acquisition. --- Second language learning --- Language acquisition --- Culture and language --- Culture --- Teachers --- EFL (Language study) --- English as a foreign language --- English as a second language --- English to speakers of other languages --- ESL (Language study) --- ESOL (Language study) --- Teaching English as a second language --- TEFL (Language study) --- TESL (Language study) --- Study and teaching --- Foreign speakers. --- Globalization. --- Foreign students --- Germanic languages --- EFL teachers. --- EiL. --- English as an International language. --- Vietnam. --- identity. --- language teacher identity. --- non-Western philosophies.

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