Salah Troudi is Associate Professor in the Graduate School of Education at the University of Exeter, UK. He directs the doctorate programme in TESOL in Dubai, and is the International Development Coordinator. His teaching and research interests include language teacher education, critical issues in language education, language policy, curriculum development and evaluation, and classroom-based research.

• Chapter 1: Critical Issues: An Introduction (Salah Troudi).- Part 1: Issues of Language in Education Policies.- Chapter 2: Effects of the English Medium Instruction Policy on Students' Writing Experiences in Content Courses in a Public College in Oman (Sawsan Al Bakri and Salah Troudi).- Chapter 3: The Effect of the English as Medium of Instruction Policy on Arabic in Kuwait (Abdullah Miteb Alazemi).- Chapter 4: The Impact of the Use of English as a Medium of Instruction on Arab Students' Modern Standard Arabic Proficiency and Arab Identity at Higher Education in the United Arab Emirates (Taghreed Masri).- Part 2: Issues of Critical Language Pedagogy.- Chapter 5: Linguistic Imperialism and Attitudes Towards Learning English in Lebanon: An Exercise in Critical Pedagogy (Reine Azzi).- Chapter 6: Global Citizenship in the English Language Classroom: Teacher and Student Readiness for Critical Reform (Alina Chirciu).- Chapter 7: Critically Contextualising Student 'Voice' in the TNE Classroom (Antonia Paterson).- Chapter 8: A Critical Discourse Analysis of Neo-Liberal Discourses in EAP Textbooks (Mubina Rauf).- Part 3: Issues in Critical Language Teacher Education.- Chapter 9: Exploratory Practice and Teacher Learning (Assia Slimani-Rolls).- Chapter 10: Bringing to Light English Language Teachers' Voices for Continuous Professional Learning in Chile (Paulina Sepulveda).- Chapter 11: Introducing Critical Pedagogy to English Language Teachers at Tertiary Education in Oman: Definitions and Attitudes (Thuraya Al Rayami and Salah Troudi).- Part 4: Issues of Voice and Voicelessness With English Language Professionals.- Chapter 12: Teachers' Voices and Curricular Change in the Dominican Republic: A Critical View (Federica Castro).- Chapter 13: Performativity in Education and its Impact on Saudi ELT Teachers' Performance (Kholoud Almanee).- Chapter 14: Non-Native: Problematizing the Discourse and Conscientizing the Teachers (Amal Treki).- Chapter 15: Problematizing Student Evaluation of Teaching in Saudi Arabia: Merits, Demerits and Impacts on Performance (Randa Alsabahi).

Salah Troudi is Associate Professor in the Graduate School of Education at the University of Exeter, UK. He directs the doctorate programme in TESOL in Dubai, and is the International Development Coordinator. His teaching and research interests include language teacher education, critical issues in language education, language policy, curriculum development and evaluation, and classroom-based research.

• Chapter 1: Critical Issues: An Introduction (Salah Troudi).- Part 1: Issues of Language in Education Policies.- Chapter 2: Effects of the English Medium Instruction Policy on Students' Writing Experiences in Content Courses in a Public College in Oman (Sawsan Al Bakri and Salah Troudi).- Chapter 3: The Effect of the English as Medium of Instruction Policy on Arabic in Kuwait (Abdullah Miteb Alazemi).- Chapter 4: The Impact of the Use of English as a Medium of Instruction on Arab Students' Modern Standard Arabic Proficiency and Arab Identity at Higher Education in the United Arab Emirates (Taghreed Masri).- Part 2: Issues of Critical Language Pedagogy.- Chapter 5: Linguistic Imperialism and Attitudes Towards Learning English in Lebanon: An Exercise in Critical Pedagogy (Reine Azzi).- Chapter 6: Global Citizenship in the English Language Classroom: Teacher and Student Readiness for Critical Reform (Alina Chirciu).- Chapter 7: Critically Contextualising Student 'Voice' in the TNE Classroom (Antonia Paterson).- Chapter 8: A Critical Discourse Analysis of Neo-Liberal Discourses in EAP Textbooks (Mubina Rauf).- Part 3: Issues in Critical Language Teacher Education.- Chapter 9: Exploratory Practice and Teacher Learning (Assia Slimani-Rolls).- Chapter 10: Bringing to Light English Language Teachers' Voices for Continuous Professional Learning in Chile (Paulina Sepulveda).- Chapter 11: Introducing Critical Pedagogy to English Language Teachers at Tertiary Education in Oman: Definitions and Attitudes (Thuraya Al Rayami and Salah Troudi).- Part 4: Issues of Voice and Voicelessness With English Language Professionals.- Chapter 12: Teachers' Voices and Curricular Change in the Dominican Republic: A Critical View (Federica Castro).- Chapter 13: Performativity in Education and its Impact on Saudi ELT Teachers' Performance (Kholoud Almanee).- Chapter 14: Non-Native: Problematizing the Discourse and Conscientizing the Teachers (Amal Treki).- Chapter 15: Problematizing Student Evaluation of Teaching in Saudi Arabia: Merits, Demerits and Impacts on Performance (Randa Alsabahi).

Salah Troudi is Associate Professor in the Graduate School of Education at the University of Exeter, UK. He directs the doctorate programme in TESOL in Dubai, and is the International Development Coordinator. His teaching and research interests include language teacher education, critical issues in language education, language policy, curriculum development and evaluation, and classroom-based research.

• Chapter 1: Critical Issues: An Introduction (Salah Troudi).- Part 1: Issues of Language in Education Policies.- Chapter 2: Effects of the English Medium Instruction Policy on Students' Writing Experiences in Content Courses in a Public College in Oman (Sawsan Al Bakri and Salah Troudi).- Chapter 3: The Effect of the English as Medium of Instruction Policy on Arabic in Kuwait (Abdullah Miteb Alazemi).- Chapter 4: The Impact of the Use of English as a Medium of Instruction on Arab Students' Modern Standard Arabic Proficiency and Arab Identity at Higher Education in the United Arab Emirates (Taghreed Masri).- Part 2: Issues of Critical Language Pedagogy.- Chapter 5: Linguistic Imperialism and Attitudes Towards Learning English in Lebanon: An Exercise in Critical Pedagogy (Reine Azzi).- Chapter 6: Global Citizenship in the English Language Classroom: Teacher and Student Readiness for Critical Reform (Alina Chirciu).- Chapter 7: Critically Contextualising Student 'Voice' in the TNE Classroom (Antonia Paterson).- Chapter 8: A Critical Discourse Analysis of Neo-Liberal Discourses in EAP Textbooks (Mubina Rauf).- Part 3: Issues in Critical Language Teacher Education.- Chapter 9: Exploratory Practice and Teacher Learning (Assia Slimani-Rolls).- Chapter 10: Bringing to Light English Language Teachers' Voices for Continuous Professional Learning in Chile (Paulina Sepulveda).- Chapter 11: Introducing Critical Pedagogy to English Language Teachers at Tertiary Education in Oman: Definitions and Attitudes (Thuraya Al Rayami and Salah Troudi).- Part 4: Issues of Voice and Voicelessness With English Language Professionals.- Chapter 12: Teachers' Voices and Curricular Change in the Dominican Republic: A Critical View (Federica Castro).- Chapter 13: Performativity in Education and its Impact on Saudi ELT Teachers' Performance (Kholoud Almanee).- Chapter 14: Non-Native: Problematizing the Discourse and Conscientizing the Teachers (Amal Treki).- Chapter 15: Problematizing Student Evaluation of Teaching in Saudi Arabia: Merits, Demerits and Impacts on Performance (Randa Alsabahi).