The demand for EFL instructors throughout Asia, particularly in Vietnam, has resulted in a major diaspora of non-native teachers. This study utilized a comprehensive semi-structured interview with 12 non-native English-speaking teacher-participants. The benefits of non-native English-speaking instructors in Vietnam were emphasized, including the strong demand for EFL Jobs, simpler hiring processing, and advancement possibilities. There were professional issues on discrimination and biases and racism experienced from companies and students. Despite the challenges, there were relevant suggestions shared to cope with the challenges such as getting qualified, adapting to culture, and possessing optimism towards teaching as non-native teacher in Vietnam.

This case study explores writer agency of the two Japanese students in composing their L1 Japanese argumentative essays, with a particular attention to the transfer from their L2 English knowledge and experiences. The analyses of their bilingual argumentative essays and interview data revealed that English knowledge and learning experiences can be the predicting factors to transfer from English to Japanese argumentative essays for the upper-intermediate English proficiency student. On the other hand, the intermediate English level student hardly showed the English writing transfer effects on her Japanese argumentative essay. Pedagogical implications are reported based on the results of the study.

This presentation introduces the two-month virtual business professional [VBP] team project that I participated in . The aim of this project is to have international students interact with each other to analyse the online presence of international companies. The VBP project includes academic articles, videos, and worksheets to prepare for online team meetings. I will focus on the flow of teamwork in this presentation. I found that achieving the goal with people from different countries can be difficult even if we have a common purpose. I will explain my experience using some data and my self-reflections.

A voice has the power to raise awareness, but it is nothing without someone to listen to it. Many possibilities for change are opened by awareness, but without individuals taking action, it is meaningless. The role of pedagogical leaders in empowering students' voices in order to transform curriculum and school culture will be the subject of this presentation. Let's take on a journey with pedagogical leaders at an Indonesian private school as they begin to genuinely listen and act on what they've heard.