Research leadership of returned overseas TESOL scholars in Cambodia

Abstract

Among the key concerns in developmental world Englishes is that of educational collaboration and cooperation. This article reports a recent study that investigated the research roles and activities of Cambodian applied linguistics (English Language Teachers (ELT) or Teachers of English to Speakers of Other Languages (TESOL)) scholars who completed a thesis in English outside their own country at an Englishmedium higher education institution. In particular, it explores what happens to these scholars when they return to their home institutions in Cambodia with a Master's or PhD degree. Given their overseas training is widely perceived to be superior to that offered by local master's and doctoral programs, it is important to know to what extent these scholars are sharing their knowledge and skills, making an impact through taking on significant leadership roles, and occupying positions of influence within university settings.The research site is a leading public university in Cambodia. INTRODUCTIONAs argued in the developmental world Englishes research agenda put forward by Bolton, Graddol and Meierkord (2011, p. 473), there is a need 'for accounts of the sociolinguistic realities of particular contexts from the points of view of the grass roots players themselves.' This article seeks to address precisely this issue by providing insights on ELT research in Cambodia from key academic leaders and other academic staff who have benefited from and improved their research skills through overseas study at master's or doctoral level. Leadership in research is critical and it is becoming a defining characteristic of universities in 'developing' countries that seek to grow their reputations both domestically and internationally.Cambodia remains one of the least developed countries receiving aid, as noted by the OECD's most recent Development Assistance Committee (DAC) list (OECD, 2020). Yet despite this disadvantaged context, Cambodian ELT 292

“It Is Tough to Come Back. Who Am I Now as a Language Teacher?”: The Re-Positioning of Three Vietnamese Teachers of English Language Returning from Overseas Programs

“…Yet, upon returning to their country following the study, they posed a challenge to themselves by evaluating their identities as second language teachers within local contexts, considering the global contexts in which they had learned that communicative and student-centered approaches should be implemented to enhance their students' learning experiences. These returned teachers also established an innovative educational space in Cambodia where they pioneered the field of applied educational research (Moore, 2021). Similarly, Alhuwaydi (2020) emphasized that the returnees from other native English-speaking countries were encouraged to implement the knowledge and skills they had acquired abroad in their English-as-a-Foreign-Language (EFL) classroom settings through the many forms of professional development provided by their Saudi government.…”

EMI (English‐medium instruction) in Cambodian higher education

“…As the sole official working language of ASEAN, English is used exclusively, without translation, in all its documents, meetings, conferences, and exchanges. This required Cambodian officials and representatives who could function in English, and English has since then been vital for government ministries and their officials (Moore & Bounchan, 2020; Moore, 2021).…”

“…This required Cambodian officials and representatives who could function in English, and English has since then been vital for government ministries and their officials (Moore & Bounchan, 2020;Moore, 2021).…”

“…A third factor in promoting the language was the arrival of international aid organizations, including aid agencies from Japan, France, the United States, Australia, and Sweden, as well as such multilateral organizations as the Asian Development Bank (ADB), the International Monetary Fund (IMF), the United Nations Development Programme (UNDP), UNESCO, UNICEF, the World Bank, the World Health Organization (WHO), as well as various foreign NGOs, the vast majority of which used English as their working language. Many of these agencies continue to have a strong presence and influence in Cambodia today (Clayton, 2006;Moore & Bounchan, 2020;Moore, 2021).…”