PART I LANGUAGE AND SOCIETY 1 Language Attitudes 2 Societal Multilingualism 3 World Englishes 4 Language Planning and Policy PART II LANGUAGE AND VARIATION 5 Regional and Social Variation 6 Pidgins and Creoles 7 Language and Gender PART III LANGUAGE AND INTERACTION 8 Ethnographic Microanalysis 9 Interactional Sociolinguistics 10 Intercultural Communication PART IV LANGUAGE AND CULTURE 11 The Ethnography of Communication 12 Speech Acts 13 Literacy and Literacies PART V LANGUAGE AND EDUCATION 14 Language and Education

社會語言與語言教學=Sociolinguistics and language teaching

The outbreak of COVID-19 has negatively impacted the event industry, while offering it opportunities to reinvent itself. Reviewing some of Getz (2012) futurist thoughts, is part of this reinvention...

COVID-19: an opportunity to review existing grounded theories in event studies

The main purpose of this study is to understand hospitality management students’ perceptions and motivations around using electronic discussion boards as part of their hospitality course delivery. ...

Applying the technology acceptance model to understand hospitality management students’ intentions to use electronic discussion boards as a learning tool

There is growing imperative for the development of innovation competencies to address both economic and social/environmental issues in the travel sector, within the context of sustainable development and the fourth industrial revolution. This paper explores a unique combination of design-based and value-based learning to foster students' innovation competencies, utilising a case study involving 60 Master of Tourism students in ‘Innovation in Tourism’ course. Results suggest that the combined pedagogies are effective in fostering creative problem-solving, system thinking, goal orientation, teamwork and networking. However higher education institutions need to better adapt both the administration and the curriculum to accommodate different tasks and teaching roles.

Fostering innovation competencies in tourism higher education via design-based and value-based learning

Saudi Arabia is a relatively young country, founded less than a century ago; therefore, the distinctiveness of its education system is still evolving. A challenge facing Saudi education is to be found in its current reliance on mutually exclusive educational paradigms. On the one hand, there is a strong focus on the provision of Western-style formal science education and, on the other hand, the traditionalist focus on Islamic studies concerned with religious and spiritual education. Initially founded on a British paradigm, yet continuing to be locked into its conservative Islamic roots, Saudi education has experienced a conflict between a Western reliance on reason, rationality, and formal science, on the one hand, and, on the other hand, universal Islamic values such as religiosity, strong moral character, and spirituality. Neither of these paradigms is particularly disposed to prioritizing gifted education. Saudi Arabia, therefore, has an urgent need to resolve the tension created by these mutually exclusive paradigms, and especially to address more satisfactorily the need to prioritize gifted education, as the education of the most gifted is clearly a major strategy for advancing any nation. In an attempt to address this issue, this thesis will provide an analysis of the body of thought and research in both the Islamic and Western scholarly traditions, as they relate to the concept of giftedness, and how these might be applied practically to developing a stronger form of gifted education for Saudi students in the current era. The conjunction of these scholarships is considered necessary, granted that these are the two traditions that have influenced Saudi culture most obviously in recent times. The thesis will focus on the similarities and differences between the two scholarships concerning relevant and essential concepts such as wisdom, knowledge, intellect and

Gifted education in Western and Islamic scholarship: a synthesis for Saudi education | NOVA. The University of Newcastle's Digital Repository

Communication Skills for Business Professionals, second edition, is a student-friendly introduction to effective communication in the workplace. Engagingly written, the text covers foundational topics such as audience, influence, channels, conflict and persuasion, before investigating more complex areas such as intercultural communication, virtual communication, researching in the era of 'fake news' and strategies for successful written communication. Taking a broad and current approach to concepts of communication and workplaces, Communication Skills for Business Professionals explores situations from virtual meetings between indie creatives, to speeches given by politicians, while still covering more traditional forms of professional communication, such as pitching to boards and memos. New pedagogical features such as skill builder class activities, margin definitions and links to online content make this book indispensable for teachers and students of communications alike.

Communication Skills for Business Professionals

Critical perspectives in education: Introduction to the Special Issue

In the growing body of research on globalisation of education, many studies focus on epistemology: knowledge and skills underlying the ‘doing’ of teaching practices. Herein, however, the ontological aspect of ‘being a teacher’ is neglected. This study developed a new holistic model to assist teachers working in transcultural settings. The model was applied to rich data engendered by a phenomenological study of four academics. Findings showed the academics’ sense of identity and value systems were expressed and modified, illustrating that a focus on epistemology alone does not necessarily ensure competent practice. These voices grant insights into successful transcultural teaching approaches.

The ontology of teaching in transcultural contexts: Four voices of competence

Teaching at tertiary level is not always an easy task, even if the students are of the same socio-economic and cultural background as ourselves. It is a job that requires a giving of the self in ways that less interactive employments would not require of us. When this job (calling?) of ours is complicated by multicultural groups of students with differing language backgrounds, comprising different learning styles, varied expectations and hopes, our job becomes more taxing. The situation becomes even more complex when one is required to function professionally in a language which is not one’s native tongue. This paper draws on research conducted during an extended period spent living and lecturing in Europe. The original research closely followed seven lecturers (using English as their second language) teaching international undergraduate and master’s degree students for a semester, in Surabaya (Indonesia), Amsterdam, Haarlem (Netherlands) and Brussels (Belgium). In-depth interviews, questionnaires and discussions were used to ascertain in which areas and to what extent lecturers needed training in not only intercultural competence, but also intercultural confidence, to strengthen their abilities as teachers in the multicultural classroom. The study found that the impact of intercultural communication issues, when exacerbated by the challenge of speaking a second language, have profound consequences for the personal sense of self: and this is explored in the professional context of lecturer and student. English is my first tongue, and interestingly, during the research process I discovered that the findings echoed many of my own experiences and insecurities that I had undergone as I had learned to function professionally in a second language myself – namely, Dutch. Trust and confidence – issues which are only tacitly acknowledged in a professional context – are found to be of great importance and can offer great personal reward. Finally, some strategies – both practical and emotive – are suggested to aid anyone faced with teaching and interacting with students from other cultures.

Discovering self through teaching in a second language in the multicultural classroom

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Communication Skills for Business Professionals

Critical perspectives in education: Introduction to the Special Issue

The ontology of teaching in transcultural contexts: Four voices of competence

Discovering self through teaching in a second language in the multicultural classroom