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In this article we suggest a framework for researching the study abroad experiences of English language teachers, and analyze data from a study of higher education English teachers from four Southeast Asian countries who completed graduate studies at a Canadian university. We present data from interviews with 10 participants which took place in their home countries four years after taking the program. Research questions and interview questions relate to the relevance of the program to participants’ professional practice, the challenges they faced when applying knowledge in their local contexts, and the opportunities and benefits that came with completing a Canadian graduate program. In our data analysis, we highlight a combination of local, national, and transnational factors, as well as cultural differences, that affected the application of knowledge learned in Canada. We conclude by considering a number of implications for educators involved in study abroad programs for English language teachers.

educational linguistics

“We are in our country. Why do we have to resort to western ways of doing things?”: an analytic framework for knowledge application in language teachers studying abroad