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.
Dr Glenn Toh
Senior Lecturer, School of Humanities
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 Anatomizing and Extrapolating from "Do not publish" as oppression, silencing, and denial.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.