Category Archives: Human Resource

Transforming Learners

Transformative learning requires transformative teaching.


transnational education

it still baffles me that international colleges which should be focused on transnational concerns are making agreements with international heavy hitters, and ignoring ASEAN. In the case of Thailand it’s as if they are ignoring ASEAN in hopes that an International personae will bail them out in ASEAN

learning colleges

Consider for a moment what it would be like to view our classrooms as a sports team. Possibly, after five years as an interscholastic coach in California, and four years of coaching at an American high school in Bangkok, I can see the possibilities, and they seem inviting. When class begins we start by stretching our minds, then some mental exercises followed by group drills, then a scrimmage, ending with a brain cool down, the end of class, and maybe even a class huddle. Perhaps this isn’t the future, but it was only a visual exercise to envision new possibilities, somewhat similar to the concept of learning organizations, or communities of practice (A, S, L).

Interlingual Communicative Intentions, Speech Acts and Development

A Praxial Approach to Transformative Interlingual Development:                                           Promoting a Sustainable International Learning College

A Praxial Approach to Interlingual Communicative Intentions, Speech Acts           and Development: Promoting a Sustainable International Learning College

For young adults proficient in their own language, communicative intentions can be habitually cast aside when learning a second language. But for young adult language learners, pragmatic social cues, gestures, and other communicative intentions allow learners to enter into conversations, co-construct meanings, and keep conversations going. Having young adult language learners transform their awareness, identity and agency will help them prepare for interactions with fluent speakers.

Exploring and Developing Interlanguage Awareness, Identity, and Agency Through Dialogue

Exploring and Developing Interlanguage:

Awareness and Knowing Language as Usage-based



International Higher Education

A Praxial Approach to Student-Teacher Development:

Promoting English as Interlanguage to Construct Knowledge, Language and Identity At a Thai International College

A Praxial Approach to Interlanguage Development:

  • Community
  • Personal
  • Mindfulness
  • Intercultural Group Dialogue
  • Communication
  • The location for this research is Burapha University (BUU), and according to Wikipedia, “aside from its status as a government university, many students are drawn to the institution due to its location in Bangsaen, a resort destination popular with Thai tourists (particularly day visitors from Bangkok) that remains relatively unknown to foreign visitors.” BUU has been designated a member of the ASEAN University Network (AUN), and in conjunction with the International college, is tasked with preparing young adults for future careers in English related fields of business. Young adults entering the international college consider themselves highly motivated to accept the challenge of academic study in English, but few have had the background experiences that would prepare them. Still, for many, regardless of the difficulty, this is the only opportunity to learn and study using English.


Understanding the relationship between a person’s mind and their environment is a crucial aspect of education. And for each person in a variety of contexts the relationships are varied. Still, what is important in development is a person’s ability to be aware of their understandings and limitations; self-efficacy, and the motivation to complete