ORCID Profile
0000-0002-7119-2180
Current Organisation
The University of Newcastle
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: Common Ground Research Networks
Date: 2016
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Common Ground Research Networks
Date: 2018
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Springer Nature Singapore
Date: 2023
Publisher: MDPI AG
Date: 25-01-2023
DOI: 10.3390/SU15032254
Abstract: The establishment of a sustainable world, ecology, and economy cannot be accomplished without the success of social relations among the world’s inhabitants. In the context of globalisation, which fosters the blending of various people’s characters and cultures, English as an international language plays a paramount role in sustaining human relations as a tool for negotiation it functions as a signifier of social engagement for international collaboration. Therefore, Indonesian EFL teachers should incorporate sustainable education goals into their classes so students can actively produce and use the language for real-life problem solving. This paper aims to explore a conceptual study on sustainable development integration, utilising information and communications technology (ICT) for English language teaching and learning. Through library research, the notions of sustainability are investigated and the necessity of its integration into EFL instruction is explored. Furthermore, this study recommends ICT optimisation strategies that can be employed to promote sustainable development in Indonesian EFL classrooms. This study contributes to the theory by integrating a context-based and culturally appropriate blended framework towards sustainable EFL teaching and learning in Indonesia. The integrated framework and feasible recommendations should provide practical implications for the sustainability of blended language education practices in Indonesia and in countries/regions where there are contextual similarities.
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Springer Nature Singapore
Date: 2019
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Springer Singapore
Date: 2020
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Routledge
Date: 05-2021
Publisher: Springer Singapore
Date: 2022
Publisher: Informa UK Limited
Date: 10-05-2022
Publisher: Routledge
Date: 05-2021
Publisher: Springer Singapore
Date: 2022
Publisher: Routledge
Date: 05-2021
Publisher: Project MUSE
Date: 2021
Publisher: MDPI AG
Date: 08-08-2020
DOI: 10.3390/SU12166396
Abstract: This paper explores Chinese universities’ policies related to the research performance review of language other than English (LOTE) teachers with respect to promotion. Drawing on a variety of data including policy documents and interviews with 32 in idual LOTE teachers from 16 universities, we identified that Chinese universities have unreasonable expectations in terms of research publications and research funding for language teachers, including LOTE teachers, which make their career prospects unsustainable. We also evaluated the contextual realities for LOTE teachers regarding academic publication and research funding, and identified a widespread feeling of anxiety and stress among LOTE teachers. Though LOTE teachers are committed to undertaking various efforts to overcome challenges in their research performance review for promotion, we call on university management and policy makers to provide additional support to LOTE teachers, so that they can develop sustainable careers and universities, including Chinese universities, will be able to rely on sustainable multilingualism.
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Routledge
Date: 22-07-2020
Publisher: MDPI AG
Date: 15-08-2022
DOI: 10.3390/SU141610085
Abstract: Education for sustainable development in foreign language teaching and learning impacts students’ lives in their current or future endeavours. Despite a wide body of literature elucidating identity navigation of EFL teachers and international doctoral students, a relative scarcity of scholarship casts light on the in-between cohort, namely those who transit from the former to the latter. Via a holistic lens, utilising a qualitative case study based on an Australian university, this research scrutinised how a group of 10 international doctoral students who served as EFL teachers in their home countries enacted agency to navigate the identity transition. The study discusses what generally constitutes sustainable, successful language learning and teaching practices in different social, cultural, and educational contexts. The findings reveal that torn between teaching English as an expert and learning research as a novice, they negotiated the identity transition as a “doing” process subject to different positionings and structural contexts and mediated by various dynamics across a past–present–future trajectory. This study contributes to pertinent literature by shedding nuanced and holistic light on the under-researched topic of teacher-to-student identity transition. It ends with implications for attending to EFL teachers’ complex lived experiences to promote sustainable development in EFL teaching and learning.
Publisher: Common Ground Research Networks
Date: 2009
Publisher: Informa UK Limited
Date: 02-09-2020
Publisher: Springer Singapore
Date: 2017
Publisher: Common Ground Research Networks
Date: 2017
Publisher: Common Ground Research Networks
Date: 2010
Publisher: Common Ground Research Networks
Date: 2013
Publisher: Canadian Center of Science and Education
Date: 28-11-2012
DOI: 10.5539/HES.V2N4P31
Publisher: Springer Singapore
Date: 2020
No related grants have been discovered for Helena Sit.