MA Language Acquisition [distinction], Durham University, UK
BA (Hons) Language Studies and Linguistics, University of Brighton, UK
Anthony Jonathan Solloway
Anthony has previously taught EFL/ESL, EAP, ESP, EST, and German at tertiary level in the Special Administrative Region of Hong Kong, the Sultanate of Oman, and the United Arab Emirates, at the latter of which, in addition to teaching academic writing, Anthony also assisted in preparing students for government-sponsored engineering apprenticeships in Germany, as well as acting as mentor to final-year BA and BEd students completing EFL/ESL teaching practicums. Immediately prior to joining the University of Kurdistan Hewlêr, Anthony was engaged as a Senior Language Specialist in the Teacher Training (TT) section of the Training, Research, Assessment, and Consultancy (TRAC) Department of the South East Asian Ministers of Education Organization (SEAMEO) Regional Language Centre (RELC) in the Republic of Singapore, where he primarily acted as a teacher-trainer and tutor on the MA TESOL programme run in conjunction with Victoria University of Wellington, New Zealand, and as an in-house editor on the RELC Journal. Whilst with SEAMEO RELC, Anthony also trained Cambodian teacher-trainers in teaching EFL/ESL writing as part of an ELT skills enhancement programme run under the auspices of the Temasek Foundation of Singapore and the Ministry of Education, Youth and Sport, Kingdom of Cambodia. In addition to such teaching, lecturing, teacher-training, teacher-educator, and editing experience, Anthony has been published in the fields of L2 writing pedagogy (specifically, written corrective feedback with Arabic L1 students of EFL/ESL) and language and identity in the Arabian Gulf, and has formerly presented papers and conducted professional development workshops in numerous countries of the Arabian Gulf, Africa, and East Asia, including Oman, the United Arab Emirates, Qatar, Sudan, Tunisia, and Taiwan.
Anthony holds a BA (Hons) in German Language Studies and Linguistics from the University of Brighton, UK, an MA in Language Acquisition from Durham University, UK, for which he was awarded a distinction, a CELTA from the British Council, Hong Kong, and an EdD (TESOL) from the University of Exeter, UK. His doctoral thesis is an interpretative exploration of Emirati students' perceptions of, attitudes towards, and experiences of English-medium instruction at a major, federally-sponsored university in the UAE, as well as the 'border crossing' entailed and experienced by students when progressing from an Arabic-medium secondary school to a foundation programme at an English-medium institution of higher education.
Lecturer in the English Language Department and Programme Director, MA in Applied Linguistics/TESOL
Senior Language Specialist, Southeast Asian Ministers of Education Organization (SEAMEO) Regional Language Centre (RELC), Singapore
English Instructor, United Arab Emirates University (UAEU), Al Ain, Abu Dhabi, United Arab Emirates
English Instructor, Higher College of Technology (HCT), Muscat, Oman
Language Instructor I, City University of Hong Kong, Hong Kong
English Teacher, Yew Chung International Secondary School, Hong Kong
Assistant Language Instructor, Hong Kong University of Science and Technology, Hong Kong
Solloway, A. J. (2018) “Make them take an ‘IELTS test’ in Arabic”! Resentment of and resistance towards English and English-medium instruction in the UAE. Arab World English Journal, 9 (3), 458-78.
Solloway, A. J. (2017) English in the United Arab Emirates: Innocuous lingua franca or insidious cultural Trojan Horse? In L. Buckingham (Ed.) Language, identity and education on the Arabian Peninsula: Bilingual policies in a multilingual context (pp.176-196). Bristol: Multilingual Matters.
Solloway, A. J. (2016) Do two wrongs make a write(r)? Some effects and non-effects of WCF on Arabic L1 students’ English academic writing. In H. Abouabdelkader & A. Ahmed (Eds.) Teaching EFL writing in the 21st century Arab world: Realities and challenges (pp.189-219). Basingstoke: Palgrave Macmillan.
TESOL certification: Cambridge CELTA (British Council, Hong Kong)
Teaching content subjects effectively in English. Yuan Chung Christian University, Taoyuan City, Taiwan, 28.08.17 – 01.09.17
Resentment towards EMI in the UAE. TACON 2015, Hyatt Regency, Dubai, UAE, 13.03.15
Do two wrongs ever make a write(r)? MENAWCA 2014, Canadian University of Dubai, UAE, 07.11.14
What’s black and white and /red/ all over? Qatar TESOL, College of North Atlantic Qatar, Doha, Qatar, 22.02.14
A trainee-teacher mentoring scheme at UAEU. TESOL Tunisia, Cité des Sciences, Tunis, Tunisia, 07.02.14
The perils of blood-red ink. TESOL Arabia Al Ain Chapter, HCT Al Ain Men’s College, Al Ain, UAE, 02.11.13
Is this a text which I see before me? TESOL Arabia Abu Dhabi Chapter, ALHOSN University, Abu Dhabi, UAE, 05.10.13
Do two wrongs ever make a write(r)? TACON 2013, Hyatt Regency, Dubai, UAE, 16.03.13
Do two wrongs ever make a write(r)? TESOL Arabia Al Ain Chapter, Al Ain Women’s College, Al Ain, UAE, 20.04.13
Do two wrongs make a write? TESOL Sudan 2012, Sudan University for Science and Technology, Khartoum, Sudan, 15.12.12
How is the dearth of reading related to writing? MENAWCA 2012, College of North Atlantic Qatar, Doha, Qatar, 17.11.12
What’s black and white and /red/ all over? TESOL Arabia Al Ain Chapter, United Arab Emirates University, Al Ain, UAE, 15.10.11
Empowering EFL teachers and learners through classroom action research. Oman International English Language Teaching Conference, Sultan Qaboos University, Muscat, Oman, 20.04.11
Classroom action research: A case study. British Council English Language Teachers’ Professional Network, Higher College of Technology, Muscat, Oman, 15.02.11
Is this a text which I see before me? TESOL Arabia Sharjah Chapter Reading SIG, American University of Sharjah, Sharjah, UAE, 08.01.11
Keeping ESL students on the right road through Jack Kerouac. TESOL Arabia Sharjah Chapter Literature SIG, American University of Sharjah, Sharjah, UAE, 06.11.10
Is this a reading text I see before me? Annual ESL Symposium, Shinas College of Technology, Shinas, Oman, 12.05.10
Is this a text which I see before me? British Council English Language Teachers’
Professional Network, Higher College of Technology, Muscat, Oman, 12.04.10
Supervision of 3 students completing the thesis stage of the MA in English Language & Literature.
Solloway, A. (2009) Does it have to be like this? Education and socialisation in Hong Kong. North Charleston, South Carolina: CreateSpace.
EMI (English as a medium of instruction)
Language and identity in the Arabian Gulf
Critical theory/pedagogy within TESOL & Applied Linguistics
Ethnography in language education
Teacher training/trainee teacher mentoring
English for academic purposes (EAP)
English for specific purposes (ESP)
English for science and technology (EST)
Persuasive writing (English for advertising)
Presentation skills & public speaking
English for IELTS
English for TOEFL
English for PTE
Writing literature reviews
Professional Development Course in ELT Methodology for Cambodian Master Teacher Trainers (Ministry of Education, Youth and Sport [MoEYS], Kingdom of Cambodia, Temasek Foundation, & SEAMEO RELC, Singapore)
Teaching Reading and Writing (Postgraduate Diploma, SEAMEO RELC, Singapore)
Task-Based Language Teaching (MA TESOL, Victoria University of Wellington New Zealand, & SEAMEO RELC, Singapore)
Specialist Certificate in Content and Language Integrated Learning (SEAMEO RELC, Singapore)
Teaching Content Subjects Effectively in English (Yuan Chung Christian University, Taoyuan City, Taiwan)
Material Development and Curriculum Design (MA English Language & Literature, UKH)
Contemporary Issues in Applied Linguistics & TESOL (MA in Applied Linguistics/TESOL, UKH)