A critical discourse analysis of the reasons underlying Arab student-teachers’ inadequate English language proficiency

Ali S.M. Al-Issa, Ali Hussain Al-Bulushi, Rima Mansoor Al-Zadjali

Research output: Contribution to journalArticle

3 Citations (Scopus)


Despite the emphasis laid on demonstrating English language proficiency by Non-Native English Speaking Teachers (NNESTs), research has shown that for various reasons English language teachers graduating from a state-owned university in an Arab country for the past 25 years or so have been found lacking communication skills due to reasons pertinent to their preparation. This Critical Discourse Analysis (CDA) study combines data from two different sources and examines from an ideological perspective the reasons underlying those student-teachers’ (STs) deficient English language proficiency. Results have revealed that there have been conflicting and contesting ideological among the various involved agents leading to manipulating the factors affecting those STs’ English language proficiency. The findings have implications for shaping the STs’ language proficiency.

Original languageEnglish
Article number1340821
JournalCogent Education
Issue number1
Publication statusPublished - Jan 1 2017



  • critical discourse analysis
  • English language proficiency
  • English language teaching
  • ideologies
  • manipulation
  • student-teachers

ASJC Scopus subject areas

  • Education

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