An Ideological Discussion of the Impact of the NNESTs’ English Language Knowledge on ESL Policy Implementation ‘A Special Reference to the Omani Context’
Title
An Ideological Discussion of the Impact of the NNESTs’ English Language Knowledge on ESL Policy Implementation ‘A Special Reference to the Omani Context’
An Ideological Discussion of the Impact of the NNESTs’ English Language Knowledge on ESL Policy Implementation ‘A Special Reference to the Omani Context’
Keywords: No Keyword
Authors
Dr. Ali S.M. Al-Issa
University of Queensland – Australia
Dr. Ali S.M. Al-Issa
University of Queensland – Australia
Bio Data
Dr. Ali S.M. Al-Issa holds a Ph.D. in Education – Applied Linguistics, University of Queensland – Australia. He is an Assistant Professor – English Language & ESP, College of Sharia & Law – Muscat Sultanate of Oman.
Abstract
Knowledge of English to the non-native speaker English teachers (NNSET) is crucial and fundamental, and its importance has been highlighted by various writers over the past few decades. This research paper, therefore, examines from an ideological perspective the importance of English language knowledge to the NNEST and the implications it has for English as a second language (ESL) education design, teacher education and policy implementation in the Sultanate of Oman. The paper triangulates data from the Philosophy and Guidelines for the Omani English Language School Curriculum document, which I will herewith refer to as the National English Language Policy/Plan (NELP) (Nunan, Tyacke & Walton, 1987), some other relevant policy texts, semi-structured interviews conducted with different agents involved in the Omani language education system and the pertinent literature. The paper draws conclusions about the powerful impact of the linguistically incompetent English teacher, as produced by the ESL education system and teacher education, on the ESL policy implementation.
Knowledge of English to the non-native speaker English teachers (NNSET) is crucial and fundamental, and its importance has been highlighted by various writers over the past few decades. This research paper, therefore, examines from an ideological perspective the importance of English language knowledge to the NNEST and the implications it has for English as a second language (ESL) education design, teacher education and policy implementation in the Sultanate of Oman. The paper triangulates data from the Philosophy and Guidelines for the Omani English Language School Curriculum document, which I will herewith refer to as the National English Language Policy/Plan (NELP) (Nunan, Tyacke & Walton, 1987), some other relevant policy texts, semi-structured interviews conducted with different agents involved in the Omani language education system and the pertinent literature. The paper draws conclusions about the powerful impact of the linguistically incompetent English teacher, as produced by the ESL education system and teacher education, on the ESL policy implementation.
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Category: Main Editions, Volume 7 Issue 3
