Teaching English as a Foreign Language in Oman

1 Teaching English as a Foreign Language in Oman: An Exploration of English Language Teaching Pedagogy in Tertiary Education Husna Suleiman Al-Jadidi , , School of Education Faculty of Arts Victoria University Melbourne, Australia Submitted in fulfillment of the requirements of the degree of Doctor of Philosophy Revised July 2009. This work is dedicated to my parents, siblings, husband and my lovely children, Al-Fajr and AbdulAziz Teaching English as a Foreign Language in Oman: An Exploration of English Language Teaching Pedagogy in Tertiary Education Abstract This thesis reports on research conducted between 2004 and 2007 into the Teaching of English as a Foreign Language (EFL) in tertiary education institutions in Oman. The research was an exploration of English Language Teaching pedagogy with a particular focus on bilingual ( English and Arabic) versus monolingual ( English only) Teaching and the role of first Language (Arabic) usage in the classroom.

2 The research was prompted on the one hand, by the need of the Omani government to train skilled teachers of English to support educational development and modernisation. On the other hand, I was aware of anecdotal evidence (including my own observations) that many students seemed to prefer learning with bilingual rather than monolingual teachers. I wanted to find out whether this was the case in Omani secondary institutions overall, and if so, why? What are the benefits and drawbacks of L1 usage in the classroom? What are the benefits and drawbacks of L2 only as a Teaching medium? What are the Language pedagogies that bilingual (Arabic and English speaking) teachers and monolingual ( English only speaking) teachers typically practice? The study was carried out in six different higher education colleges in or near Muscat, the capital of Oman.

3 Ten classroom observations were carried out (including bilingual and monolingual teachers) and eleven teachers were interviewed. Fifteen students from the same colleges as those teachers were interviewed. In addition, there is a self-reflective component built into the thesis. Throughout the course of the study I reflected on my own Teaching in the light of the findings and my reading of the literature. As a bilingual teacher myself, how, to what extent, and for Page 1. what purposes do I draw on English and Arabic in my Teaching ? How could I improve my own pedagogical practice? I observed that bilingual teachers as a group and monolingual teachers as a group each had characteristic pedagogical styles and approaches. The bilingual teachers were more teacher-centered, relied more heavily on the use of textbooks, focused more on the Teaching of grammar and used less varied techniques of instruction and engagement than did the monolingual teachers.

4 On the other hand, the monolingual teachers, while they were more learner-centered and incorporated more communicative, interactive lessons and activities, seemed to be less successful in classroom management and focus less on accuracy, grammar and lexis than their Arabic-speaking counterparts. The outcomes of the student interviews broadly reflect the outcomes of the teacher interviews and classroom observations. Students seemed to be evenly divided in whether they preferred monolingual or bilingual teachers at the tertiary level. However, both students and teachers thought that bilingual Teaching was essential at beginning levels of education and that the ability to speak both English and Arabic was beneficial for teachers. Many students, however, thought that as they advanced, interaction in the classroom should be conducted in English only.

5 Together, the perspectives of EFL teachers and students and of the researcher herself as an EFL. teacher point to a significant, but limited, role for Arabic usage in EFL tertiary college classrooms. The teacher interviews in general reinforced the conclusions that I drew from the classroom observations and yielded insights into how teachers teach EFL in either English or Arabic and how expatriate teachers who speak English only, compensate for their lack of Arabic. Through reflection on the interviews, the observational and self-reflective data, and my review of the contemporary literature about ESL/EFL methodology, an analysis emerges of the strengths and drawbacks of the typical bilingual and monolingual styles of Teaching . The two pedagogical styles reflect differences between the cultural and educational traditions, teacher training programs and stages of social and economic development between Oman and Western English -speaking countries.

6 Each Page 2. style has inherent pedagogical advantages and disadvantages that have the potential to be developed through especially planned and targeted professional development programs. There is a need for a systematic program of professional development for both groups of teachers in theories of Language acquisition, communicative competence and more recent theories of constructivist pedagogy in Language education. In addition, an opportunity exists for professional development programs that aim to involve local and expatriate teachers in cross-cultural awareness and in Teaching and learning from each other. Monolingual teachers should try to enrich their learning and develop their understanding of the Language -learning issues of their students by learning Arabic and learning about Islamic-culture. Bilingual teachers should work to incorporate more communicative approaches and more varied activities into their Teaching and develop stronger frameworks for a cross-cultural understanding.

7 Page 3. Abbreviations and Acronyms A/S - Advisors & Supervisors AAMEP - Australian Adult Migrant Education BT1 - Bilingual Teacher Interview 1. BTCO1 - Bilingual Teacher Classroom Observation 1. CLL - Communicative Language Learning EFL - English as a Foreign Language EGP - English for General Purposes ELCD - English Language Curriculum Department ELT - English Language Teaching ESP - English for Specific purposes FL - Foreign Language KG - Kindergarten L1 - First Language LSCT - Lower secondary Course for Teachers MT1 - Monolingual Teacher Interview 1. MTCO1 - Monolingual Teacher Classroom Observation 1. NESTS & NS - Native English Speaking Teachers NL - Native Language NNEST &NNS - Non-native English speaking Teachers NPL - National Policy on Languages PRIT - Primary In-service Training RTT - Regional Teacher Trainer S1 - Student 1. SET - Senior English Teacher SETC - Senior English Teacher Course SETIM - Senior English Teacher Inspector Meetings SL - Second Language SLA - Second Language Acquisition SQU - Sultan Qaboos University TEFL - Teaching English as a Foreign Language TESOL - Teaching English to Speakers of Other Language TL - Target Language Page 4.

8 Acknowledgements I wish to thank His Excellency Dr. Yahya Bin Mahfoodh Al-Manthari, the former Minister of Higher Education in Oman, the Chief of the State Council at present, for his inspiration and encouragement. I also would like to thank the staff at the Department of Higher Studies at the Ministry of Higher Education for their assistance throughout my PhD journey. I am also grateful to the people at the Australian Agency for Education and Training Center in Muscat, Oman for their effort to facilitate my enrolment and education at Victoria University. My gratitude goes to the staff and students of the six colleges where I have been allowed to observe and interview a number of teachers and students. I appreciate the teachers' generosity for giving me the time to share their professional expertise. I am also thankful to students who shared their concerns and were quite open to talk to me about learning English .

9 All teachers and students have been protected by pseudonyms throughout the thesis. I am grateful to my colleagues at The College of Law, notably the instructors at the English Unit who assisted me with regards to the required materials and references. Sayed Mohammed Omar and Associate Professor Al-Issa have always inspired and motivated me to perform better. Majida Al-Hinai has always been there to help me whenever I faced any technical problems with my computer. My love and deep gratitude goes to my parents, my mother, Shamsa Al-Harrasi, my father, Suleiman Al-Jadidi, and my sisters, Zakiya, Najya, Fathiya, Wafa, Iman, and Hind, my brothers, Saeed, Khalid, Dawood, Musaab, Mohammed and Zakharia and my nephew Jihad. I thank each one of them for their support. They all helped me in one way or another to make my dream come true and I could not have accomplished my research study without their sincere blessings.

10 Page 5. Special thanks goes to my husband, who devoted his time to take care of our children while giving me time to travel and focus on my work. He has been always there for me as the most supportive and encouraging figure. In Australia, my first special thanks; gratitude and dedication are due to my supervisor Dr. Jill Sanguinetti who has been my main source of inspiration in writing my thesis and fulfilling the candidature requirements. I would not have made such achievement without her continued support and advice. Her broad knowledge of the field of adult education has given me some insights into how to synthesize, refine and complete the study. My thanks also go to her partner Dr. David Legge with whom I was fortunate to discuss my work and who gave me fruitful feedback on different occasions. I also wish to thank the staff of the School of Education at Victoria University who have offered me every support and assistance.