ABSTRACT
Critical examination of the impact of educational mobility is essential to the exploration of current issues related to the teaching and learning of English as a Foreign Language (EFL) in the Kingdom of Saudi Arabia. This chapter discusses key emergent themes and persistent questions in existing research regarding the experiences of Saudi EFL teachers and students as they engage in education in international contexts, particularly in North America, Britain, and Australia (NABA). Complex processes of identity(ies) formation and linguistic and pedagogical transformation are identified in the growing body of literature which discusses Saudi EFL learner and teacher perceptions regarding their construction as ‘Other’ within dominant discourses of the TESOL profession while actively constituting their own conceptions of ‘Self’ and the place of English within Saudi Arabia.
