Constructing Grammar Instruction in the Omani ELT System: A Critical Literacy Perspective

Ali Al-Issa*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)


Debate in the literature has been ongoing about whether to teach English language grammar explicitly, implicitly or integrate both approaches to achieve optimal learning. This research paper, hence, discusses this issue from an ideological perspective with a particular reference to the Omani English language teaching (ELT) education system. The paper triangulates data from various semi-structured interviews made with different agents involved in the Omani ELT education system, the pertinent literature, The Philosophy and Guidelines for the Omani English Language School Curriculum, which I will herewith refer to as the National English Language Policy/Plan (NELP), other policy texts and the English language national syllabus – Our World Through English (OWTE) Teacher's Guide. The critical discussion revealed various contesting ideologies about teaching grammar in the Omani ELT system and the crucial role of teachers in the effective policy implementation or otherwise. The study has important implications for other similar contexts around the world.

Original languageEnglish
Article number104
Pages (from-to)1-26
Number of pages26
JournalQualitative Report
Issue number52
Publication statusPublished - Dec 29 2014


  • Collective/multiple case study
  • Discourse
  • ELT
  • Grammar
  • Ideologies
  • NELP
  • OWTE
  • Qualitative

ASJC Scopus subject areas

  • Social Psychology
  • Cultural Studies
  • Education


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