This research is a qualitative exploratory, constructivist study that aims to investigate Colombian (public sector) English language teachers’ existing or prospective intercultural communicative competence (ICC) to understand their teaching profiles and then to be able to build upon them. To achieve my aims, teachers’ perspectives on culture and interculturality are explored based on the underpinning assumption that there is a need to transform language education in Colombia and move forward from the «cultural turn» to the «intercultural turn». Within this vision of language teaching, teachers can become, in a near future, intercultural mediators who enlarge the objectives of contemporary language teaching to build Third Spaces for dialogue and negotiation through English. This study is motivated by one main research question: how do Colombian English language teachers’ current practices, beliefs, and professional self-concepts relate to an envisaged profile of the intercultural English language teacher? This question is embedded in the research aim of providing a comprehensive understanding of current English language teaching in Colombia, including teachers’ experiences and perspectives on culture and interculturality. While exploring the literature on ICC, insight was gained into how the teaching of languages becomes a natural scenario to develop ICC and the transformed role of the language teacher as an agent of change and pedagogical progress in transnational and global contexts (Crozet, 2017; Guilherme, 2002, 2007; Porto & Byram, 2015; Risager, 2000, 2007; Sercu et al., 2005). The empirical findings show that teachers feel positively disposed to intercultural competence English language teaching (IELT), but their approaches to culture are mainly essentialist and nationalist, based on communicative language teaching (CLT) approaches. Despite efforts and infrequent demonstrations of IELT, their profile does not meet yet the expectations pertaining to the knowledge, skills and attitudes that are desirable for IELT. However, they have a positive disposition to advance towards IELT. Based on these findings, a tripartite model and a statement of philosophy were proposed to help English language teachers move forward towards ICC. Finally, this investigation provides valuable insights into the status quo of ICC and ELT in Colombia and has practical implications for ELT education programmes, teachers and policy makers who are interested in reanalysing ELT in Colombia.

This qualitative study aims to understand what Japanese study abroad students learn about self and others through their intercultural communication and intercultural socialising experiences, and how their intercultural learning is supported pedagogically through the use of reflective writing, conducted before, during, and after studying in the US for two months. As opposed to the dichotomous approach of categorising and understanding culture between Japanese and Others, the study draws on Holliday's (2011, 2013, 2016c) grammar of culture as an interpretative tool to explore how students develop understanding of culturally diverse selves and others. The findings illustrated that students' intercultural learning opportunities were not necessarily confined to intercultural encounters and interactions with non-Japanese, but also appeared possible and meaningful within the group of Japanese students. Recognising and deconstructing stereotypically or ideologically constructed image of a culture and the people was critical for students in this regard. Likewise, encountering alternative realities within and across groups of Japanese peers and other students prompted them to realise and construct a stronger sense of agency. They began to express their own realities, and to explore others' realities, more openly, confidently, and flexibly. The findings also indicated the benefits and challenges of the reflective writing tasks incorporated into the study abroad programme. Guiding students' intentional and analytical approach to reflection was important at the respective phases of the programme in enhancing students' learning from their intercultural communication experiences. In particular, (re)reading their own written entries and others' elicited students' further learning in recognising and examining alternative and multiple interpretations and realities of selves and others. The need to address students' subjective nature of learning (i.e., students' intention to learn, and approach to the task etc.) is also discussed. The study contributes to research and practice in the endeavours of globalising educational initiatives in Japanese higher education contexts.

Willingness to communicate (WTC) used to be studied as a relatively stable, trait-like predisposition; however, recent attention has been shifted to more dynamic, state-like components of WTC, i.e. possible fluctuations in state WTC over time. This research investigates variability and stability in both trait and state WTC. It particularly focuses on within-person variability in state WTC, which may lead to stable between-person differences, and situational antecedents that can either promote or hinder state WTC in L2 classrooms. Published research on state WTC was systematically reviewed, and frequently reported situational antecedents of state WTC were organised into a framework composed of three inter-linked layers: situation cues, situation characteristics, and underlying dimensions. Two high-density repeated measurement studies conducted in English classrooms in a Chinese university, investigating whether, how and why state WTC varied during a semester (Study 1) and during a lesson (Study 2), respectively. The two studies found that (a) state WTC varied both within a lesson and across different lessons during a semester; (b) within-person variability in state WTC was systematically related to the situational antecedents proposed in the framework (e.g. support, task-importance, task-interest, etc.); and (c) systematic within-person variability in state WTC predicted English learning performance, particularly in terms of communicative competence. This research provides novel insights into how within-person variability in state-like variables can be studied, and the proposed framework can be used as guidance for future research on state WTC and its situational antecedents. This research also suggests practical strategies for educators and language L2 teachers who would like to facilitate student state WTC by systematically shaping classroom learning situations.

This study investigates the English as a foreign language (EFL) Preservice teachers’ beliefs and practice; and their relationship; and examines the extent to which teacher education plays a role in promoting innovative teaching of Communicative Language Teaching (CLT). It focuses particularly on the context of the school-based teaching practicum in basic education level in southern Thailand. A sequential mixed approach employing quantitative and qualitative research methods was used for data collection in two stages. Stage One is based on self-survey questionnaire data from 166 Thai EFL pre-service teachers from three universities which explored their self- reported beliefs. In Stage Two, observation of English communication classes of 3 pre-service teachers were conducted in three practicum schools, in a nine - month teaching practicum course. Classroom practices were observed and documented providing further insights into their beliefs and practices regarding to CLT. Statistical Package of Social Sciences (SPSS) was used to analyze the quantitative survey data. Content analysis was used to analyze the qualitative observation data. Analysis of the findings indicated that majority of the participants held positive beliefs about CLT principles and the PST cases taught differently from many of their reported beliefs. Key findings of the study confirm that the Thai EFL pre-service teachers, taught to a limited extent, in accordance with their pedagogical beliefs. Findings showed that PSTs’ instructional decision-making was central to the deep-rooted core beliefs regarding ‘accuracy is as perfect learning’. Active experimentation and self-reflection helped bridge the gap between conflicting beliefs and enhanced their effort in innovative teaching. Factors that affect CLT adoption include students’ motivation to learn and the guidance from supervisor/mentor. Implications for EFL teacher education are that PSTs should be made aware of their personal beliefs and the possible contextual constraints they face. The study suggests the consideration in the localization of the ELT reform.

This thesis examines English choristers’ education based on in-depth semi-structured interviews with thirty people who attended a broad selection of English Choir Schools as choristers between 1940 and 2010, divided into three groups: 1) those in secondary or tertiary education; 2) those in work; 3) retired people. The value of traditional education is much debated, but by giving a detailed description, this phenomenological study has focused on providing a better basis for understanding the subject, and offers empirical evidence about how musical expertise is achieved. Choir schools claim to offer a solid training in choral singing, especially sight-reading and vocal proficiency, and in academic subjects, and that the regime they employ seems also to help the general development of the individual, especially where commitment and team spirit are concerned, as the majority of interviewees agreed. However, this way of life does not suit every child even if they enjoy singing, and this study has developed a further interpretation of its complexities. Almost every choir school with a sound reputation is also a boarding school, which can in some cases damage family ties and preclude a normal childhood, a sacrifice mentioned by many participants. Interviewees also generally found life hard during the transition to their next school and some even had no desire to return to a church environment because of the religious aspect, though they would return for the singing. I hope this study will contribute to educational research and practice in several ways, giving future researchers some useful guidelines. Perhaps the research outcomes can also inspire parents and more especially those who are directly involved with choristers’ education to consider the needs of the child alongside those of the school thus making the process more beneficial and at the same time helping to continue the tradition.

This research had two aims. The first aim was to investigate the support mechanisms available to learners with dyslexia on programmes of higher education (HE), and the second aim was to assess the effectiveness of any inventions used to improve access to learning for this group of learners. Since the introduction of the National Student Survey (NSS) in 2005, efforts have been ongoing to improve the quality of the educational experience for students on HE programmes. Although the general trend in satisfaction scores is an improving one, this is not the case for learners experiencing disabilities. Around 43% of these learners will have dyslexia. The research consists of two distinct parts. The first is a cross-sectional website survey and documentary analysis, and the second is a systematic review. The cross-sectional website survey and documentary analysis located and extracted data that detailed the learning support available to learners with dyslexia, from a representative number of higher education institution (HEI) websites in England. The systematic review analysed 10 single studies of experimental or quasi-experimental design and one literature review. These studies focused upon interventions provided to learners with dyslexia in higher education (and its international equivalents). The combined findings suggest that support for learners with dyslexia in these settings is fragmented and inconsistent, and that there are many areas of existing practice that could be modified to improve opportunities for learning. There is an absence of any model of good organisational practice. There are examples of ‘in-class’ curricular adaptations and ‘outside-class’ additional learning and study skills support, including the use of information communications technology and assistive technology, which have shown some success in supporting the learning of those with dyslexia, but they are not implemented consistently or widely.

Physical Education (PE) is one of the most gendered school subjects, and is historically based on a binary which normalises a difference between young men and young women. As young people develop through adolescence, their social lives are characterised by interconnected social fields, including schooling, sport and media. This study sought to explore how young people negotiate their gendered identities within, and across, these interconnected fields using a Bourdieusian analysis. I used a mixed-methods approach of collective case studies to answer three research questions: 1. What role does sport play in the ways young people negotiate their gendered identity? 2. What role do schooling and media messages play in reproducing gender norms for young people? 3. How does social class influence how young people understand sport and their gendered identity? My methods combined a content and narrative analysis of media messages produced by four online sports media outlets during Rio 2016 Olympic Games with case studies in three demographically different schools in North East England. In each school, Year 11 students completed a questionnaire about their participation in sport and physical activity, coupled with their views of masculinity and femininity. Following this, interviews with 70 young people (33 males, 37 females) were conducted which focused on how young people negotiate their gendered identities within different social fields. Using Bourdieusian concepts of habitus, field and capital, this study has shown that these young people are strongly influenced by rigid and stereotypical representations of masculinity and femininity which are often conflated with binary notions of biological sex. The internalisation of these norms within one’s gendered habitus has meant that many young people expressed a sense of being “trapped” by these rigid notions of “acceptable” gendered behaviours, and consequently reproduce an ideology of difference between masculinity and femininity. Sport is internalised as “natural” within young men’s habitus, where participation and excellence in the “right” sport can lead to the accrual of social status and popularity. In contrast, the “sporty” female is othered, and little capital can be accrued for female participation in sport. Instead, young women are pressured to presenting an image of a “healthy” female appearance (one which is often unattainable as both skinny and curvy) through a symbolic attention to the body. Many young women go to the gym, but do not engage in vigorous exercise when they are there. Within this thesis, I refer to young people playing the game of gender, whereby there are “rules”, tactics, referees and winners/losers. The expectations of the game differ depending on whether the individual is male or female, and also on one’s classed position. This metaphor demonstrates an awareness that young people can be simultaneously affected by both structure and agency. By using tactics and strategy to manipulate one’s own gendered identity, young people can show agency. However, the rewarding of stereotypical and binary representations of masculinity and femininity through capital often means that many young people feel pressure to reproduce normative behaviours which do not challenge the status quo of the doxa. This PhD paints a negative image of how schooling and PE reinforce gender norms which prevent many young people experimenting and exploring their own gendered identities. However, through challenging young people’s reflexivity during the interview process, I found that many young people can reflect on their behaviours, bringing the often-non-conscious habitus into consciousness. This suggests that to challenge taken-for-granted norms of the habitus, pedagogy and research must encourage this reflexivity and force young people to think about gender in ways they have not done before.

According to Hattie (2003), student differences account for approximately 50 per cent of the variance in academic achievement. In the current study, ‘student differences’ was disaggregated and two broad categories of predictors, personal characteristics and motivational resources, were formed to investigate academic performance in an EFL preparatory program at a tertiary level institution in the UAE (United Arab Emirates). The category of personal characteristics consisted of SES and gender; the category of motivational resources consisted of psychological variables drawn from Self-Determination Theory (SDT; Deci & Ryan, 1985, 2000). Two studies with two separate cohorts were conducted. In study 1 (N=166), participants had achieved an overall English language proficiency of Band 5 in the IELTS exam, but had failed to gain a minimum score of Band 5 in one of the sub-skills (Reading, Writing, Listening, or Speaking) that compose the overall IELTS score. In study 2 (N=80), participants had failed to achieve the minimum required overall score of Band 5. Participants in study 2 were examined twice: once at the start and once at the end of term. Results indicated that the correlations between motivational constructs in both studies were consistent with the relevant literature. However, in correlation and regression analyses, the direction of the relationships between SES and grades, and between autonomous motives and grades, were contrary to expectations. Recommendations for practice and potential research agendas are discussed.

This thesis examines the evolutionary journey of the concepts of the ‘child’ and ‘childhood’ during the French long-nineteenth century, as expressed through the period’s literary and visual culture. It analyses in what ways these concepts reflect a ‘shadowland’ existence in this period, and in turn how the shadow metaphor symbolises both the child itself and its complex, changeable condition. The shadow metaphor not only characterises various concepts associated with children and childhood, but extends to represent the nature of the study itself. The long-nineteenth century forms a stretch of ‘shadowland’ reflective of the abstruseness of the topic which lies between pre-Enlightenment ‘darkness’ and the illuminating ‘light’ of the twentieth century. The thesis focuses on this crucial though oft overlooked developmental period between the scholarly inception of children and childhood in the late Enlightenment, to their establishment as creative blueprints in twentieth-century modernism. Supported by a socio-historical grounding, an exploration of the work of Baudelaire, Hugo, Rousseau, Proust, Redon, Degas, Renoir, and Loïe Fuller, amongst others, enables us to ‘unpack’ the ways in which this shadowy quality gave rise to not only a curiosity to explore the fascinating ‘other’ of the child and its condition in this complex epoch, but also a proclivity to explain and control it. Investigating the rhetoric of children and childhood, considering their artistic and literary significance at this time, the thesis both accounts for how writers and artists reflected upon childhood, and explores the process by which children and childhood were harnessed by intellectual and creative endeavours. Various as the case studies prove, they can all be united in their fulfilment of a regression towards and reimagining of one’s childhood and personhood, like a re-engagement with the ‘shadow child’ within, in the face of the disturbing ephemerality of self alongside the destabilising onset of modernity.

Curriculum internationalisation has been long associated with higher educational institutions (e.g. Knight, 2012, 2003; De Haan, 2013; Deardorff, de Wit & Heyl, 2012; Brewer, E. & Teekens, H., 2007; James, 2005; Wilkinson, 1998; Starr, 1979). However, globalisation and the growing interconnectedness of the world have led to the urgent need for internationalising the curriculum of national secondary education. Therefore, the importance of research in secondary education curriculum internationalisation has been recognised (Yemini, 2014). This thesis aims at exploring the perception of school curriculum internationalisation within one secondary school in Kazakhstan. In order to achieve that aim this research employed interpretative case study methodology to explore the phenomenon under examination. Thematic analysis of the interviews with the school stakeholders and the school policies was applied. The sampling was purposeful and included school stakeholders at different levels: senior management, local and international teachers, students and parents. The school policies and documents were selected on the basis of the interviews. The selected school is notable for being an experimental platform for educational reforms of secondary education in Kazakhstan. The research revealed that the perceptions can be divided into two converging definitions of school curriculum internationalisation in terms of the outcome: educating a global citizen and educating a competitive graduate. Those definitions were supplemented with the perceived strategies or aspects that can help achieve the aim of curriculum internationalisation. Furthermore, the participants identified the challenges associated with curriculum internationalisation. Those challenges included tension between national identity and global citizenship education, the challenge of innovating a teaching and learning approach, and the difficulty in diversifying the staff and student body.