Dustin Hosseini | University of Glasgow (original) (raw)

Papers by Dustin Hosseini

Decolonial thinking coupled with imagination can help inspire educators that might help rehumaniz... more Decolonial thinking coupled with imagination can help inspire educators that might help rehumanize students and educators alike. It can help to counter neoliberalism which enacts a globalization that ‘economizes’ all human and non-human activities (Brown, 2015; Mbembe, 2016, Raworth, 2017) through the lens of homo oeconomicus which simultaneously maintains zones of being/nonbeing (Fanon, 1967) or rationality/irrationality. Decolonial thinking can also offer a different critique of neoliberal logic with respect to education while providing a framework for imagining different futures for education. One preferable alternative future can draw upon decolonial thinking to achieve recognition beyond the mere value of what is produced while rehumanizing students and educators alike by taking a holistic view pluralistic in nature that teaches the whole human through dialogue rather than solely focusing on individual intellectual objectivity, as it is framed within contemporary Western episte...

This paper was submitted as part for the doctoral course entitled 'Education Futures' at the Univ... more This paper was submitted as part for the doctoral course entitled 'Education Futures' at the University of Glasgow. This, I feel, was an extremely difficult course due to the lack of clarity in its design, execution and extreme bias towards liberalism and liberal education.

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Neoliberalism enacts a globalization that ‘economizes’ all human and non-human activities (Brown, 2015; Mbembe, 2016). This represents a particular form of (neo)colonialism (Mbembe, 2016) and, therefore, an extension of modernity that continues to atomize humanity while separating it from nature (Alexander, 2005; Stein et al., 2020). Current values within higher education are influenced by neoliberal logics manifesting through specific curricular practices including (but not exclusively) assessment practices. Through my professional viewpoint within the social sciences, where I have studied, taught students and staff, collaborated on teaching and designing courses, I have witnessed the primacy of individual assessment as a manifestation of neoliberal logics. A high focus on individualizing responsibility and accountability characterizes such assessments while managerialism controls their design and delivery. These together reflect a neoliberal ideology.

The values above represent a few that underpin contemporary curricular practices in the social sciences. I draw attention to these practices as I believe educators should resist them as they dehumanize students and educators by reducing learning and teaching to acts that measure, rank and categorize individuals according to so-called universalized standards of quality. I argue that neoliberalism values the efficiency of knowledge production, and a preferable alternative can draw upon decolonial thinking to achieve recognition beyond the mere value of what is produced. Such characteristics would rehumanize students and educators alike through taking a holistic view pluralistic in nature, that teaches the whole human through dialogue rather than solely focusing upon individual intellectual objectivity as it is framed within contemporary Western epistemology.

To this end, I first theorize how contemporary neoliberal values influence curricular practices before moving on to imagine one future informed by decolonial thinking.

This paper was written for the doctoral course/module Education Policy at the University of Glasg... more This paper was written for the doctoral course/module Education Policy at the University of Glasgow.

The UK Department for Education’s ‘Higher education: free speech and academic freedom command paper CP 394’ (henceforth HEFSAF and referenced in-text as (DfE, 2021) was initially published in February 2021 and is under consideration before Parliament. The HEFSAF proposes to strengthen academic freedom and freedom of speech within the context of English higher education. As a member of the higher education community, I feel that, in time, the implications of such a proposed policy can reach further than England.

This paper attempts to illuminate how the HEFSAF furthers cultural hegemony. Specifically, this paper argues that the policy represents an expansion of neoliberal and neoconservative cultural hegemony within the context of UK higher education by inflaming pre-existing culture wars that focus on the conflation of the ideas ‘academic freedom’ and ‘free speech’.

I choose the lens of hegemony and more specifically cultural hegemony in part due to the notion of repressive tolerance. In discussing radical teaching, Brookfield and Holst (2011:109) make reference to Marcuse (1965) and repressive tolerance, arguing that a person’s upbringing is steeped within a particular ideology that manifests itself in the choices that they make when presented with a range of perspectives on a particular topic. As a result, such a person may choose a perspective that most aligns with their ‘ideological conditioning’ (ibid) which to them might appear as common sense and/or ‘normal’. Consequently, an educator’s role is to ensure all ideas are considered critically and fully, and this can extend to the awareness, studies and understanding of education policy by educators.

Discourse used within policy can represent the political nature of the day; specifically, the language used within policy can help educators to understand how ideas and identities are constructed to then understand how cultural hegemony ‘is secured and contested, and of the prospects for emancipatory social change’ (Olssen, Todd & O’Neil, 2004:36).

This paper was submitted as part of doctoral work. The course/module was called Critical Reflecti... more This paper was submitted as part of doctoral work. The course/module was called Critical Reflection in Professional Learning & Practice at the University of Glasgow.

The webinar was organised for the members of the BALEAP community, the official Accreditation Bod... more The webinar was organised for the members of the BALEAP community, the official Accreditation Body that supports the professional development of those involved in learning, teaching, scholarship and research in English for Academic Purposes (EAP). The webinar aimed to engage the EAP community in a discussion about moving to remote learning and teaching in response to the Coronavirus and to share useful tips and ideas on appropriate technologies and activities that can be used when teaching EAP remotely, such as MS Teams, Zoom, Google and Office 365 Forms, online quizzes, video sessions with students and effective monitoring of students engagement with some advice, tips and questions and answers. The speakers were: Jolanta Hudson who represented the University of Glasgow, Dustin Hosseini who represented Lancaster University and Gareth Jones who repressed Coventry University. The webinar was hosted in the spirit of cooperation. It did not constitute official sector or institutional gu...

This research seeks to understand the social constructs of race and the ‘native speaker’ by inves... more This research seeks to understand the social constructs of race and the ‘native speaker’ by investigating the assumptions of mainland Chinese English language learners. A social constructionist lens focuses the literature and subsequent study. The research attempts to elucidate the intersection of ‘native speaker,’ and race, and how racial discourses can affect learners’ assumptions and constructions of a ‘legitimate’ TESOL instructor. Thus, learner assumptions of ‘native speakers’ of English vis-à-vis race and TESOL instructors are explored. The study of this paper employed two types of interviews: a semi- structured interview, and one with a listening task. Interview participants included 20 mainland Chinese university students studying on pre-sessional courses at two universities in Nottingham, UK. No other nationalities were involved. The findings show that some learners draw links between race and being a ‘native speaker,’ and that learners identify ‘native speakers’ through socially constructed notions. The data also show that while most participants believe ‘native speakers’ of English to be white, some participants view black phenotypes as ‘legitimate’ ‘native speakers’ and subsequently possible TESOL instructors. This study suggests the need for further research into the connections learners and TESOL stakeholders make between race and the ‘native speaker’ construct, specifically regarding how images in media (e.g. film and television) and press (e.g. ELT publications) can discursively construct white- normative images of ‘native speakers’ of English. It is recommended that English language teaching materials be designed to be more inclusive of all phenotypes, and that MA TESOL programs place include specific units on issues related to non-native English speaking teachers and global Englishes, so that future generations of teachers might be able to address the issues raised in this research. It is also recommended that TESOL instructors empower themselves by effecting change of learner assumptions and attitudes in the classroom.

This paper discusses three concepts that a language teacher should consider in order to facilitat... more This paper discusses three concepts that a language teacher should consider in order to facilitate the second language acquisition of the learners who are being taught: Vygotsky's zone of proximal development, the idea of scaffolding', and Prabhu's concept of 'the effort to comprehend.'

I do not define Vygotsky's zone of proximal development (the ZPD) as being related to Krashen's 'i+1' theory. I would refute that and even go so far as to say that these are two completely different theories, with Vygotsky's being the original of the two.

Prabhu's 'effort to comprehend' deals with motivation on the part of the learners to actually work with and understand better the tasks in the classroom, because they, perhaps, know that their success will lead to further progression and success for themselves.

Comments, critiques, and questions are welcomed.

This paper discusses listening and the strategies and subskills that a teacher should take into a... more This paper discusses listening and the strategies and subskills that a teacher should take into account when teaching listening skills to learners.

I wrote this paper for the Cambridge Delta Module 2 in late 2009.

Comments, critiques, and questions are welcomed.

This paper was written for the Cambridge Delta Module 2 and focuses on grammar, specifically, on ... more This paper was written for the Cambridge Delta Module 2 and focuses on grammar, specifically, on the difficulties that the present perfect simple and present perfect progressive (sometimes called the present perfect continuous) present to learners of English.

I briefly describe these areas and their differences and attempt to present some strategies that can be employed in the classroom to help highlight the distinction of the present perfect progressive.

Comments, critiques, and questions are welcomed.

I wrote this paper for the Cambridge Delta Module 2 in February 2010. This paper discusses the b... more I wrote this paper for the Cambridge Delta Module 2 in February 2010. This paper discusses the basics of the product and process approaches to writing and gives some suggestions for teaching writing to EFL/ESL students studying in an academic context.

In theory, the discussion in this paper could even be applied to native speakers of English who lack strong writing skills, which are needed for college/university level studies.

Comments, critiques, and questions are welcomed.

This essay was written by me in April/May 2010 for Module 2 of the Cambridge Delta. The focus o... more This essay was written by me in April/May 2010 for Module 2 of the Cambridge Delta.

The focus of the essay is why word families and derivational affixation should be considered and merit instruction in the context of teaching English as a foreign/second language.

Derivational affixation deals with how words are modified when affixes are added to words.

Comments, critiques, and questions are welcomed.

NB: Be careful, I was referred on this assignment because the assessor considered it to "academic" in nature. I think she failed it because she wanted me to do a more PPP type of lesson.

This paper was written to fulfill the requirements of Module 3 for the Cambridge Delta. The topi... more This paper was written to fulfill the requirements of Module 3 for the Cambridge Delta. The topic of the paper is EAP (English for Academic Purposes) and involves teaching academic writing.

This assignment touches on what academic writing involves, includes a brief needs analysis conducted on learners, and a suggested academic course of study for a group of students whose needs include learning to write academic papers for the undergraduate/postgraduate levels of study.

This was especially important for me as it evidences my first attempt at creating a course for a group of learners.

Please see the the other paper entitled "Appendices for Module 3 Assignment" for further details on the actual layout of the course, and the materials suggested for use.

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To this end, I first theorize how contemporary neoliberal values influence curricular practices before moving on to imagine one future informed by decolonial thinking.

Comments, critiques, and questions are welcomed.

I wrote this paper for the Cambridge Delta Module 2 in late 2009.

Comments, critiques, and questions are welcomed.

I briefly describe these areas and their differences and attempt to present some strategies that can be employed in the classroom to help highlight the distinction of the present perfect progressive.

Comments, critiques, and questions are welcomed.

In theory, the discussion in this paper could even be applied to native speakers of English who lack strong writing skills, which are needed for college/university level studies.

Comments, critiques, and questions are welcomed.

This essay was written by me in April/May 2010 for Module 2 of the Cambridge Delta. The focus o... more This essay was written by me in April/May 2010 for Module 2 of the Cambridge Delta.

The focus of the essay is why word families and derivational affixation should be considered and merit instruction in the context of teaching English as a foreign/second language.

Derivational affixation deals with how words are modified when affixes are added to words.

Comments, critiques, and questions are welcomed.

NB: Be careful, I was referred on this assignment because the assessor considered it to "academic" in nature. I think she failed it because she wanted me to do a more PPP type of lesson.

This was especially important for me as it evidences my first attempt at creating a course for a group of learners.

Please see the the other paper entitled "Appendices for Module 3 Assignment" for further details on the actual layout of the course, and the materials suggested for use.

One way learners can transition from previous, lived experiences to the academy is through foster... more One way learners can transition from previous, lived experiences to the academy is through fostering the formation of communities of practice (Wenger, 1998) by embedding reflective writing within courses. Although there is some evidence of reflective writing within the field of English for academic purposes (Granville & Dison, 2005) there is still much room for research into understanding the benefits of reflective writing in EAP regarding learner identity and transition. Reflective writing can be ‘treated as part of the writing process’ (Felix, 2011:46) rather than extraneous, and reflective writing can, over time, evidence to learners and teaching staff the development of the learners’ learner identity from a course’s start to finish while developing their metacognitive abilities (Moon, 2006). Reflective writing can also help learners improve their understanding of who they are as learners by developing a consciousness of their identity through their own voices (Moon, 2006), which in the context of EAP, can empower learners in transitioning from, for example, a learner on a pre-sessional or pre-Masters course to one on an undergraduate or masters-level course. Finally, reflective writing can allow learners to construct a common ground informed by their personal, lived experiences. Some of these are likely shared with their peer ‘novice-learners’ (Wenger, 1998), and other experiences are likely to assist learners in supporting each other’s learning and transitioning. In this process, tutors act as ‘expert-learners’ (Wenger, 1998) who engage with the learners’ narratives to encourage learners to analyse their reflections to approximate a deeper understanding of themselves as learners and their feelings regarding their performance on a course (Felix, 2011:46) in order to engage better within a community of practice (the academy) and become a member thereof.

This presentation focuses on the prospects of using ePortfolios as an assessed component by exp... more This presentation focuses on the prospects of using ePortfolios as an assessed component by exploring examples and an ePortfolio assessment rubric from Coventry University’s Pre-sessional English programme. Assessed ePortfolios can include an integrated skills assessment and reflection component which together can be assessed formatively and/or summatively. Given the dynamic nature of ePortfolios, students stand to gain both academically and professionally.

EAP programmes tend to generate large amounts of paper-based information within a high stakes, high intensity environment. Anecdotal evidence suggests that students merely bin these resources upon course completion. ePortfolios, however, can be used to engage and assess student learning in a diverse manner while equipping them with reflective practices which they use in their further course of study, and beyond in their professional career. An ePortfolio can be defined as a virtual space that includes content such as a learning journal, learner-created video and written works and redrafts thereof. A learner’s own personal content (e.g. a mini-blog, photos, etc.) can also be included. An ePortfolio can be created within the Mahara ePortfolio system or even by using Google Sites or WordPress – all free, open-source tools.

To this end, significant research indicates that ePortfolios can equip students with a variety of key graduate attributes and skills by helping them become more self-regulated, reflective learners (Chau & Cheng, 2012; Cheng & Chau, 2012). This research, underpinned by educational philosophy and research (cf. Dewey 1938, 1960) also indicates that using ePortfolios to develop reflection, and specifically reflective second language learning skills, can foster reflective practice in a multi-modal fashion. This method of reflection might entail a learner-constructed e-portfolio that consists of a reflective journal, learner-created videos, and learner-authored writing samples.

Therefore, this session aims to share best practice by discussing the prospects of including ePortfolios as an assessed component of an EAP by exploring some examples of ePortfolios and subsequent learners’ comments, and therefore by demonstrating that, bit by bit, it all adds up to a greater, more effective learning experience for learners who can take away potentially, invaluable skills for both their education and professional careers. In sum, the session will demonstrate how ePortfolios can work as an assessment tool by looking at examples and a sample ePortfolio assessment rubric.

Pre-sessional programmes in the UK can often be intensive learning and teaching environments wher... more Pre-sessional programmes in the UK can often be intensive learning and teaching environments where tutors can feel overwhelmed by the significant amount of print and static materials they receive and must process. The BALEAP (2008) Competency Framework for Teachers of English for Academic Purposes (CFTEAP) indicates that EAP practitioners should have:

• the knowledge and understanding of electronic media and modes [of assessment](p4);
• the knowledge and understanding of new technologies that can support independent learning (p7);
• and the ability to implement IT into the delivery [of teaching] (p8).

However, the CFTEAP does not appear to directly address the competencies specific to ICT and digital literacies that EAP practitioners require to actively and successfully achieve the aforementioned points. EAP practitioners must receive appropriate knowledge and training in order to take full advantage of technologies integrated into the learning and teaching process. Failure to implement and support knowledge exchanges and relevant training can lead to a static ‘electronic document repository’ and ‘poor pedagogical development’ when integrating e-learning activities on VLEs (Badge, Cann and Scott 2005).One solution to this issue is to digitise and dynamise learning and teaching materials by using virtual learning environments (VLEs) to integrate technology into learning and teaching. This will ultimately help EAP practitioners save time and monitor student participation while actively engaging learners (Jisc infoNet 2012). Therefore, this presentation aims to outline concisely what knowledge and training EAP tutors and programme directors should obtain in order to effectively integrate technology into the classroom.

This talk focused on how Google Docs allows real-time collaboration while reducing e-mail clutter... more This talk focused on how Google Docs allows real-time collaboration while reducing e-mail clutter. The talk was given at the Coventry University Teaching & Learning Conference on 27 June 2014. The Twitter hashtag and number was #CovTLC / 27.

Increasing numbers of students have access to mobile, Web-enabled devices and these devices can b... more Increasing numbers of students have access to mobile, Web-enabled devices and these devices can be used as effective learning tools that develop and exercise key graduate attributes related to collaboration, critical thinking, ICT, digital literacy and writing skills. To this end, Google Drive can be used as a collaborative, effective learning component by anyone equipped with a Web-enabled device to author, collaborate, edit and share written works such as (group) essays, lab reports and projects. Since Google Drive is a cloud-based service, educators and students can simultaneously and instantaneously access, author and collaborate on documents from virtually any time or place convenient to them.

This workshop aims to involve delegates through discussion and practice in the applications of Google Drive as a collaborative, dynamic, engaging, free and real-time writing tool that educators and students can employ for a variety of purposes. Educators can use Google Drive as a tool to engage students in a relatively non-intrusive manner that scaffolds and supports the acquisition of good practice in writing through the use of the comments and chat features among others. Learners can also scaffold each other’s writing by using the same tools, which can be used for group work or in peer review/marking type activities.

Delegates will have the opportunity to discover and use Google Drive's collaborative components related to: chat; authoring and organizing documents; commenting; researching and defining; exploring the revision history; and sharing.

References & further reading

Burr, V. (2003). Social constructionism. Routledge.

Calvo, R. A., O'Rourke, S. T., Jones, J., Yacef, K., & Reimann, P. (2011). Collaborative writing support tools on the cloud. Learning Technologies, IEEE Transactions on, 4(1), 88-97.

Hargis, J., & Wilcox, S. M. (2008). Ubiquitous, free, and efficient online collaboration tools for teaching and learning. Turkish Online Journal of Distance Education, 9(4), 9-17.

Hedin, B. (2012). Peer feedback in Academic Writing Using Google Docs. Proceedings of LTHs 7:e Pedagogiska Inspirationskonferens. Lund.

Hosseini, D. (2013). ‘“Facts, insight and humour”: Using TED Talks for authentic listening’. Talk presented at Materials for Thought Workshop: moving best practice in EAP forward, University of St Andrews, 2 March. Available online at http://goo.gl/C1C40b

Hosseini, D. (2013). ‘Implementing learning through real-time collaboration: Google Drive as an all-round vehicle for feedback.' BALEAP Professional Issues Meeting: Feedback in EAP, Oxford Brookes University, 23 November 2013. http://goo.gl/hECe17

Pargman, D., Hedin, B., & Hrastinski, S. (2013). Using group supervision and social annotation systems to support students’ academic writing. Högre utbildning, 3(2), 129-134.

Phadtare, A., Bahmani, A., Shah, A., & Pietrobon, R. (2009). Scientific writing: a randomized controlled trial comparing standard and on-line instruction. BMC medical education, 9(1), 27.

Robertson, R. (2012). Using knowledge networks to teach online writing skills in the professional writing classroom. Engaging students with learning technologies, 167.

Sultan, N. (2010). Cloud computing for education: A new dawn?. International Journal of Information Management, 30(2), 109-116.

Vygotsky, L. S. (1978). Mind in society: The development of higher mental process. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, Massachusetts: Harvard University Press.

‘Dynamic, engaging and transferrable’: Using Google Docs as a tool for collaborative learning at the University of St Andrews, Mar 27, 2014

This case study looks at how a member of staff from the English Language Teaching used Google Doc... more This case study looks at how a member of staff from the English Language Teaching used Google Docs for use in these ELT courses, as a dynamic and engaging tool for collaborative learning at the University of St Andrews.

This workshop presents educators with a brief but highly practical introduction to Google Drive w... more This workshop presents educators with a brief but highly practical introduction to Google Drive with the main focus highlighting Google Docs as a free and effective online learning/teaching tool that is accessible across all computers and mobile devices with Internet access.

For students, this effective learning tool allows groups to collaborate simultaneously from virtually any place. In addition to typing up ideas or tasks for sessions focused on lexis, grammar, presentations, research and writing, students can collaborate on authoring texts through the chat and comments functions.

Chat is useful when peers are physically apart or if silence is required. The comments function is highly versatile in that it can be used for peer feedback marking and social annotation activities. Educators can join in at any stage, or monitor and provide feedback as needed through either of these methods.
Finally, use of Google Docs for collaborative purposes will equip today’s generation of learners for the work environment of today and the very near future.

To close, Google Docs equips students and teachers with the means to collaborate on written tasks, assignments and course work in real-time while empowering users to become both more independent and collaborative, and more at ease with cloud technologies.

Participants in the session will have the opportunity to discuss how the use of Google Docs can work in their own context. In addition, if participants bring a laptop –or– tablet (e.g. an iPad or similar) they will likely be able to greatly benefit through being able to engage with Google Docs directly.

Keywords:
Google Docs; instantaneous/synchronous feedback; peer collaboration; peer feedback; peer marking; e-learning; m-learning; social annotation.

This is a joint paper authored by Dr Andrew Struan and Dustin Hosseini. This paper aims to look ... more This is a joint paper authored by Dr Andrew Struan and Dustin Hosseini. This paper aims to look at the approaches taken from both EFL and Student Learning Service points of view, with the hope of discussing possibilities for future collaboration and development of joined-up approaches to teaching research training skills. Focusing on the experiences of teaching pre-sessional and matriculated Masters (PGR and PGT) students English for Academic Purposes through the EFL Unit, and teaching PGT students in social sciences (primarily international, but with some home students) through SLS, the paper will explore commonalities of provision and the unique challenges each approach presents for international students.

In particular, the paper seeks to analyse the ways in which engagement with skills in areas such as research question development; resource analysis and interpretation; development, and defence, of a sustained argument through advanced writing techniques can be promoted by linked approaches from the EAP and student learning perspectives

"An increasing number of learners (e.g. IELTS 4-5) are enrolling on foundation courses across the... more "An increasing number of learners (e.g. IELTS 4-5) are enrolling on foundation courses across the UK with the aim of improving their L2 English language skills so that they can enrol on a university course of study. Developing the listening skills of a low-level learner for academic contexts can be challenging for a teacher due to issues related to the learner’s (in)ability to comprehend English language accents, rhythm, and speed.

Authentic listening materials are not always readily available; those that are available online are not always appropriate for learners due to (for example) a lack of L2 content knowledge. Moreover, students often voice concerns regarding their listening: they express a lack of confidence in understanding ‘native speakers’ and worry about being able to understand lecturers in their future studies.

To this end, regular, scaffolded use of authentic materials (or authentic as possible) can help alleviate these student concerns while addressing the needs of tuning their ears to rapid ‘academic’ English speech. Authentic listening activities can be created by using TED Talks, which provide a range of topics that vary in length from 4 minutes to 40 minutes. Teachers can exploit TED Talks for use with a range of levels (e.g. IELTS 4 and up).

Furthermore, TED Talks are an open educational resource that allows free use by all stakeholders. TED itself welcomes educational usage of its materials; issues of copyright are effective non-issues due to creative commons licensing. Use of ‘authentic’ sources such as TED can encourage students to self-access other materials available on iTunes U, BBC iPlayer, and others. This presentation will discuss the ways in which the success of the use of these materials have enhanced student skills (e.g. listening) required for EAP and future academic studies.
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This is an Adobe Slate presentation, which is like a story with visual elements. This story talks... more This is an Adobe Slate presentation, which is like a story with visual elements. This story talks about writing introductions for dissertations with an underlying narrative of treating the development of an introduction as a journey. This is a journey where the writer moves from a broad, general terrain of research, to identifying the gap in the research/literature and onwards to laying out the specific direction or outline of the dissertation. The ideas are primarily based upon Swales' 'creating a research space' or CARS model, with a digital twist.

“Различия в коммуникативных стратегиях в построении высказываний носителей русского языка и англо... more “Различия в коммуникативных стратегиях в построении высказываний носителей русского языка и англоговорящих иностранцев”; [“Differences in communication strategies in utterances of native speakers of Russian and English-speaking foreigners”].