Beyond Textbook Instruction: Stories from ELT Teachers in Oman

Autor/in	Al-Issa, Ali
Titel	Beyond Textbook Instruction: Stories from ELT Teachers in Oman
Quelle	In: Changing English: Studies in Culture and Education, 26 (2019) 3, S.263-281 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Al-Issa, Ali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2019.1591270
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Language Teachers; Economic Development; Humanism; Student Teachers; Practicums; Teacher Education Programs; Educational Opportunities; Student Teacher Attitudes; Diaries; Textbooks; Language of Instruction; Official Languages; Teaching Methods; Ideology; Political Influences; Self Evaluation (Individuals); Reflective Teaching; Cooperating Teachers; Lesson Plans; Educational Change; Professional Autonomy; Oman + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Language teacher; Sprachunterricht; Wirtschaftsentwicklung; Humanismus; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Practicum; Praktikum; Praktika; Bildungsangebot; Bildungschance; Diary; Tagebuch; Textbook; Text book; Schulbuch; Lehrbuch; Teaching language; Unterrichtssprache; Office language; Amtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Ideologie; Political influence; Politischer Einfluss; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lesson planning; Unterrichtsplanung; Bildungsreform; Berufsfreiheit
Abstract	The government of the Sultanate of Oman actively promotes the value of English as a global "lingua franca" to support modernization and national economic growth. This policy, however, creates difficulties for many teachers, who find themselves implementing certain practices that conflict with a vision of English language teaching (ELT) that accords with humanist values. They find themselves adopting forms of instruction that reduce English to a matter of drills and skills. This essay draws on an inquiry that I facilitated with the help of four Student Teachers during their practicum. The inquiry involved asking them to keep reflective journals in an effort to place their teaching in a critical perspective exposing the contradictory nature of their professional situation. The journals show their struggle with the ELT "status quo" at their cooperating schools, while revealing their commitment to opening up educational opportunities for their students beyond what the curriculum prescribes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01