A Sociomaterial Perspective of the Challenges of Implementing the Communicative Approach in Saudi State Schools

Autor/in	Fallatah, Rajaa Mahmoud
Titel	A Sociomaterial Perspective of the Challenges of Implementing the Communicative Approach in Saudi State Schools
Quelle	In: Arab World English Journal, 12 (2021) 4, S.302-316 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Fallatah, Rajaa Mahmoud)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Communicative Competence (Languages); Second Language Learning; Second Language Instruction; Teaching Methods; Foreign Countries; English (Second Language); Instructional Materials; Teacher Attitudes; Language Teachers; Curriculum Development; Educational Resources; Educational Facilities; Internet; Females; Barriers; Elementary School Teachers; Saudi Arabia + Suchen Sie Ihr Suchwort? Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrerverhalten; Language teacher; Sprachunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsmittel; Bildungsstätte; Weibliches Geschlecht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Saudi-Arabien
Abstract	Despite its dominance in the field of teaching English as a second/foreign language, the implementation of the Communicative Language Teaching (CLT) approach continues to be challenging and problematic. A similar set of constraints -- including but not limited to challenges related to educational cultures, contextual and conceptual factors, and lack of authentic materials and facilities -- have been reported as factors hindering CLT implementations in many contexts. Language teaching and learning materials and facilities are crucial elements that have been found to affect communicative language teaching implementation. However, the issue of how those material elements can affect CLT implementation has rarely been the focus of research in CLT implementation studies. In this paper, the researcher examines the effect of language teaching and learning materials on teachers' ability to teach communicatively. Thus, informed by sociomateriality this paper attends to a gap in the literature about how material elements of the curriculum hinder the implementation of the communicative language teaching approach in the Saudi context. The data examined in this study were collected through classroom observations and semi-structured interviews. The analysis of the findings indicated that material elements in the curriculum exerted agency and power, hindering teachers' ability to teach communicatively and learners' ability to improve their learning experiences. The report concludes with practical implications related to the complexity of curriculum development and implementation and the emergent nature of such processes as webs of entangled human/nonhuman relations that give rise to education. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01