The Implications of Expanding the Instruction Time for the English Language Teaching Policy Implementation in the Sultanate of Oman

A Qualitative Study

Research output: Contribution to journalArticle

Abstract

This study asks questions and elicits answers about the importance of English language teaching (ELT) instruction time on the national curriculum in the Sultanate of Oman from an ideological perspective. It triangulates data from semi-structured interviews made with different agents involved in the Omani ELT system and representing different social, cultural, and academic backgrounds, the pertinent literature, the National English Language Policy/Plan, and other locally produced policy texts. The critical discussion, which aims at revealing and examining the degree of conflict and harmony, differences and similarities, and agreements and disagreements embodied in the various statements, has revealed variable ideologies and paradigms about the instruction time given to ELT on the national curriculum. The findings in this article have their direct implications for ELT policy in the Sultanate of Oman and other similar contexts where English and other equally important languages are taught as a foreign/second language.

Original languageEnglish
Pages (from-to)311-333
Number of pages23
JournalCritical Inquiry in Language Studies
Volume10
Issue number4
DOIs
Publication statusPublished - Oct 2013

Fingerprint

Oman
policy implementation
English language
instruction
Teaching
curriculum
language policy
language
Ideologies
time
English Language Teaching
Policy Implementation
Qualitative Study
paradigm
interview
Language
National Curriculum

ASJC Scopus subject areas

  • Linguistics and Language
  • Language and Linguistics
  • Education

Cite this

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