|Academic Profile |
| || |
Dr Glenn Toh
Senior Lecturer, School of Humanities
|Dr. Toh has taught English as a Second Language, English as a Foreign Language, and English for Specific and Academic Purposes in various locations in the Asia-Pacific including Hong Kong, New Zealand, Australia, Japan and Singapore. He has also taught TEFL and TESOL teacher-training courses in different parts of Southeast Asia, including Thailand, Laos, Vietnam and Singapore. Prior to returning to Singapore, Dr Toh spent eight years in Japan teaching English as a Lingua Franca as well as business and academic writing at undergraduate and post-graduate level. His research interests are academic writing, literacies, multilingualism, translanguaging, learner subjectivities and identity investment. Dr. Toh has a B.A. (Honours) in English from the Victoria University of Wellington, a Diploma in Education from the Institute of Education in Singapore, a Master of Educational Studies from the Northern Territory University and a PhD from the Curtin University of Technology in Australia.|
|My research interests are in the area of academic writing, literacies, multilingualism, translanguaging, learner subjectivity and identity investment.|
- Toh, Glenn. (2019). Effecting Change in English Teaching: Exposing Collaborators and Culprits in Japan. Palgrave Macmillan.
- Toh, Glenn. (2018). Anatomizing and Extrapolating from "Do not publish" as oppression, silencing, and denial. Critical Inquiry in Language Studies, 15(4), 258-281.
- Oda, M. & Toh, G.(2018). Significant encounters and consequential eventualities: a joint narrative of collegiality marked by struggles against reductionism, essentialism and exclusion in ELT.. Teacher identities, privilege and marginalization in English Language Teaching(219-236). Cham: Springer.
- Toh, G. (2017). Japanese Graduate School Students’ Writing in English: Facilitating Pathways towards ‘Design’. Writing & Pedagogy, 8(3), 550-573.
- Toh, G. (2017). Provocative encounters reflecting struggles with change: Power and coercion in a Japanese university situation. Policy Futures in Education, 15(4), 512-525.
« Back to Category Write-up