This qualitative exploratory research investigates Kyrgyz students’ transition experience in an English Medium Instruction (EMI) environment through the Multiple and Multi-dimensional Transitions (MMT) theoretical lens. Data were collected from a small purposive sample of students through semi-structured interviews. The findings of the study reveal that the students experienced transitions in the academic, psychological, and social domains of their life. The academic transitions were in the form of gaining linguistic competencies, the psychological transitions were toward changing the students’ outlook and their image of self, and the social transitions were toward a readjustment of the students’ role in their family and community. Thus, these mostly positive and multi-directional transitions were developmental and transformational in nature

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ELT methods have been criticized for being limited and inadequate. Postmethod pedagogy has been offered as an alternate to these methods. The postmethod pedagogy emphasises localization of pedagogy and celebrates local culture, teachers and knowledge. Localizing pedagogy is easy for local teachers as knowledge and understanding of the local comes to them by instinct but may not be so for foreign teachers working in these local communities. However, it is also a fact that in the wake of globalization and internationalization, teachers are moving not only across geographical borders but also across cultural and social borders and to teach effectively, they need to localize their pedagogy. How do teachers localize their pedagogy in a foreign society? There is not much research on the phenomenon. The current qualitative research tries to bridge this gap. The research explored what aspects of the local are valued by expatriate teachers for particularizing their pedagogy; how this knowledge of the particular is translated into practice and to what extent it helps in socially and culturally empowering their students. The findings of the research are expected to help foreign teachers localize their pedagogy, and may also be helpful in designing orientation, integration and professional development courses for expatriate teachers.

Abstract-Within the teaching field, the concept of professionalism has recently become controversial. Neoliberalism has eroded the traditional meanings of teachers' professionalism and teachers are grappling with an uncertain situation regarding their professional status. To end the uncertainty and resolve the controversial nature of the concept, approaching professionalism from teachers' own perspectives has been advocated. The current study, using a qualitative research methodology, explores teachers' perceptions of the concept and nature of professionalism. The study discovered that teachers clearly regard themselves and their profession as a classic profession and of great service to the society and this perception also guides their approach to their routine work.