Changing the "Mindset" of Saudi MA Students: From Native-Speakerism to Global Englishes

Autor/inn/en	Alruwaili, Areej Radhi; Altalab, Aser
Titel	Changing the "Mindset" of Saudi MA Students: From Native-Speakerism to Global Englishes
Quelle	In: IAFOR Journal of Education, 11 (2023) 1, S.31-47 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Graduate Students; Program Effectiveness; Language Proficiency; Student Attitudes; Masters Programs; Student Characteristics; Pronunciation; Vocabulary; Interpersonal Communication; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Language skill; Language skills; Sprachkompetenz; Schülerverhalten; Magister course; Magisterstudiengang; Aussprache; Wortschatz; Interpersonale Kommunikation; Saudi-Arabien
Abstract	English is an international language with diverse varieties around the world that are referred to as Global Englishes (GE). Numerous studies demonstrate the importance and effectiveness of integrating GE-informed materials in English Language Teaching (ELT) practices but in the context of the Gulf countries, particularly in Saudi Arabia, such studies are relatively rare. Furthermore, ELT in the Saudi setting is heavily predicated on native-speakerism, with few courses adopting materials informed by GE, which in any case are also limited. This study addresses this gap by exploring the impact of a course delivered on English as a World Language to Saudi postgraduate students using a critical pedagogical approach. The study assesses how such a course can contribute to students' awareness of their own English as well as GE in general. This qualitative research study investigated the perceptions of Saudi students taking the optional course as part of their Master's English degree at Jouf University in Saudi Arabia. Data collection methods included semi-structured interviews and reflective journals. The findings revealed positive attitudes towards incorporating GE into English learning and teaching and an improved understanding of linguistic diversity after taking the course. The pedagogical implications of the findings are discussed, and recommendations are given for integrating GE into current ELT practices. The study explores whether incorporating a critical pedagogical approach can not only enhance students' awareness of English varieties, but also improve their attitudes towards such diverse forms of English as well as their own English variety. (As Provided).
Anmerkungen	International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01