The role of English language culture in the Omani language education system: An ideological perspective

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16 Citations (Scopus)

Abstract

One of the powerful ideologies that govern English language learning and teaching in the Sultanate of Oman is the 'colonialist/culturalist' ideology and the various paradigms embodied within it. This ideology is present in the various statements made by the different agents involved in ELT in Oman, in particular The Philosophy and Guidelines for the Omani English Language School Curriculum (Nunan et at., 1987), referred to in the paper as the National English Language Plan/Policy (NELP). However, many of these statements seem to conflict with the content of the materials produced locally (Our World Through English (OWTE), Ministry of Education, 1997-8a, b) and with the suggested means of implementing the programme. The paper critically examines and discusses this state of ideological conflict using data from semi-structured interviews conducted with various key agents in ELT in Oman, pertinent literature and policy texts, and considers the implications for second language material design.

Original languageEnglish
Pages (from-to)258-270
Number of pages13
JournalLanguage, Culture and Curriculum
Volume18
Issue number3
Publication statusPublished - 2005

Fingerprint

Oman
language education
education system
English language
ideology
Ministry of Education
Ideologies
paradigm
curriculum
Teaching
interview
language
school
learning
Education System
Language Education
Ideology

Keywords

  • Colonialist/culturalist ideology
  • English as an international language
  • Internet
  • Literature
  • Motivation
  • NELP (National English Language Plan/Policy)

ASJC Scopus subject areas

  • Linguistics and Language
  • Language and Linguistics
  • Education

Cite this

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abstract = "One of the powerful ideologies that govern English language learning and teaching in the Sultanate of Oman is the 'colonialist/culturalist' ideology and the various paradigms embodied within it. This ideology is present in the various statements made by the different agents involved in ELT in Oman, in particular The Philosophy and Guidelines for the Omani English Language School Curriculum (Nunan et at., 1987), referred to in the paper as the National English Language Plan/Policy (NELP). However, many of these statements seem to conflict with the content of the materials produced locally (Our World Through English (OWTE), Ministry of Education, 1997-8a, b) and with the suggested means of implementing the programme. The paper critically examines and discusses this state of ideological conflict using data from semi-structured interviews conducted with various key agents in ELT in Oman, pertinent literature and policy texts, and considers the implications for second language material design.",
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