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Exploring early career teachers' experiences of classroom behaviour they perceive as challenging and the continuous professional development that supports them.
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Sutton, A. - : University of Exeter, 2022. : Graduate School of Education, 2022
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Curriculum Development in Saudi Arabia: Saudi Primary EFL Teachers’ Perspectives of the Challenges of Implementing CLT into the English Curriculum in State Schools
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Fallatah, R. - : University of Exeter, 2021. : College of Education, 2021
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Abstract:
In the context of Saudi Arabia, changes in educational policy and curricula have come to place as a result of international pressures after the 9/11 attacks. One of these changes, in the ELT field, was the adoption of the communicative language teaching (CLT) approach which has been, arguably, imposed on language teachers by the Ministry of Education (MOE). Some researchers in the literature have attributed these changes to the government’s attempts to shift to more globalized neoliberal education policy (Elyas & Picard, 2019) because it was in the economic interests of the state to manage the linguistic resources of the nation and tie them to economic policies and ideologies (Barnawi, 2019). As a result of those changes, the nature of teaching practices in Saudi EFL classrooms has ultimately changed (Elyas & Picard, 2012). Thus, the purpose of this study was to explore teachers’ perspectives of the challenges they face while implementing CLT into the English curriculum at the primary level in state-schools in Saudi Arabia. The second aim of this study was to explore the nature of in-service training that EFL teachers receive and/or have received to cope with the CLT approach. The study also sought to explore the extent of teachers’ involvement in the processes of curriculum development. This study was exploratory and interpretive in nature. The research data in this study was drawn from three main sources: a questionnaire, unstructured classroom observations, and semi-structured interviews. Consequently, the participants have been divided into two strands based on the method. The participants in the qualitative strand, classroom observations and semi-structured interviews, were 15 Saudi female EFL teachers employed in state primary schools. The participants in the questionnaire, on the other hand, were 75 mixed gender Saudi primary EFL teachers employed in state schools around the kingdom. The findings indicated that primary EFL teachers faced challenges that fall under six main aspects of the curriculum. Namely, those challenges were related to CLT as a pedagogical approach, students, syllabi, classroom processes, the learning environment in schools, as well as teachers’ limited role in the process of decision making with regards to curricular change. The findings indicated that after the implementation of CLT teachers have been placed under increasing performative pressures that have raised feelings of insecurity and dissatisfaction with the profession. One of the interesting findings of the study showed that EFL teachers were dissatisfied with the quality of professional development (PD) they were getting. Some teachers described formal in-service training as “time-wasting”, “mediocre”, “disconnected from reality” and that it did not meet their training needs on how to successfully implement CLT. The findings also suggested that the Saudi educational system was significantly centralized and that teachers’ were marginalized and lacked voice and choice within the system. An overwhelming majority of EFL teachers in the sample complained that they had no say in designing the curriculum, did not play any role in the English language education planning processes and were expected to adhere to and implement whatever was handed down to them from the top. This study should, therefore, be of value to those in the realm of education wishing to resolve two fundamental questions: what could educational policy and curricular changes signify beyond the obvious pedagogical changes on the instructional level, and what effects do they have on teachers and their practice?
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URL: http://hdl.handle.net/10871/128108
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English Learner Underachievement: In Search of Essences and Meanings: A Phenomenological Study of Educator Experiences of Underachievement among English Learners in One Georgia Public School System
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Bowen, Irina. - : University of Exeter, 2015. : College of Social Sciences and International Studies/Graduate School of Education, 2015
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Investigating Practicum Students' Practices and Activities of Affording Learning Opportunities for Second Language Spoken English in Intermediate Classrooms in Saudi Arabia
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Mortada, Kawther. - : University of Exeter, 2015. : Department of Language and Linguistics, School of Education and Lifelong Learning, 2015
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English as a Medium of Instruction in Higher Education Institutions in Norway: A Critical Exploratory Study of Lecturers’ Perspectives and Practices
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Taiwanese First Year University EFL Learners' Metacognitive Awareness and Use of Reading Strategies in Learning to Read: Proficiency Levels and Text Types
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Liu, Ping-yu. - : University of Exeter, 2013. : Education, 2013
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An Evaluation of the Language Improvement Component in the Pre-Service ELT Programme at a College of Education in Kuwait: A case study
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Al-Nwaiem, Ahmad. - : University of Exeter, 2012. : Graduate School of Education, 2012
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‘It’s my time now’: An exploration of the relationship between Foundation degree students' epistemological beliefs and their emerging identities as learners.
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Osborne, Laura. - : University of Exeter, 2012. : Graduate School of Education, 2012
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Communication Self Concept in Secondary Schools, An Exploratory Analysis
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Pedagogy or Ideological Struggle? An Examination of Pupils’ and Teachers’ Expectations for Talk in the Classroom
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