Advertisement

Negotiating Pedagogies in Omani Writing Centers

  • Raniah Kabooha
Chapter

Abstract

In the present era of globalization, governments are compelled to transform in order to uplift their countries to more a preeminent status alongside highly developed nations in the world. Recently, there has been a significant movement toward investment in education in many advanced countries, including the Arab states of the Arabian Gulf, to enhance economic growth. The Sultanate of Oman has begun a new and prosperous age with the ascension of his Majesty Sultan Qaboos bin Said to the throne in 1970. An epoch of renaissance dawned on the Sultanate with the advent of this new power, identifying Oman’s current modern system as one that is empowered with advanced infrastructure, a civilized and well-informed society, and great potential for the future.

References

  1. Abbasian, G., & Malardi, P. (2013). The effect of negotiated syllabus on EFL learners’ writing ability and self-efficacy. Theory and Practice in Language Studies, 3(8), 1399–1405.CrossRefGoogle Scholar
  2. Abu Rass, R. (2015). Challenges face Arab students in writing well-developed paragraphs in English. English Language Teaching, 8(10), 49–59.Google Scholar
  3. Al Abri, K. (2008). Teachers’ evaluation of EFL textbooks used in the Omani basic education schools (Master’s thesis), Sultan Qaboos University.Google Scholar
  4. Albishi, K. (2017). Development of writing centers in Oman: Tracing the past, understanding the future. In O. Barnawi (Ed.), Writing centers in the higher education landscape of the Arabian Gulf (pp. 53–67). London, UK: Palgrave Macmillan.Google Scholar
  5. Al-Issa, A. (2005). The place of the English language culture in the Omani ELT system—An ideological perspective. Language, Culture & Curriculum, 18(4), 258–270.CrossRefGoogle Scholar
  6. Al-Issa, A. (2010). Factors influencing critical thinking in the ELT context. In R. Al-Mahrooqi & V. Tuzlukova (Eds.), The Omani ELT symphony: Maintaining linguistic and socio-cultural equilibrium (pp. 169–202). Oman: Sultan Qaboos University.Google Scholar
  7. Al-Issa, A., & Al-Bulushi, A. (2011). English language teaching reform in Sultanate of Oman: The case of theory and practice disparity. Educational Research for Policy and Practice, 2012(11), 141–176. doi: 10.1007/s10671-011-9110-0 Google Scholar
  8. Al-Jadidi, H. S. (2009). Teaching English as a foreign language in Oman: An exploration of English language teaching pedagogy in tertiary education. Retrieved from http://eprints.vu.edu.au/15216/1/Husna_Sept09.pdf
  9. Al-Mahrooqi, R., & Denman, C. (2014). Motivation within the Omani EFL context: Types, sources and classroom implications. Journal of Teaching and Education, 3(2), 103–120. Retrieved from https://www.squ.edu.om/Portals/99/Motivation,%20Rahma%20and%20Chris,%20journal%20of%20learning%20and%20teaching.pdf
  10. Al Rasbiah, S. (2006). In-service training needs of EFL teachers in Oman (Master’s thesis), Sultan Qaboos University.Google Scholar
  11. Alrawas, A. (2014). Challenges of Omni university students in English language learning in the region (Doctoral dissertation). Capella University, Minnesota, USA.Google Scholar
  12. Alsamadani, H. A. (2010). The relationship between Saudi EFL students’ writing competence, L1 writing proficiency, and self-regulation. European Journal of Social Sciences, 16(1), 53–63.Google Scholar
  13. Ambrose, J. (2016).The writing centre at the Sultan Qaboos University. Retrieved from https://www.wlnjournal.org/blog/2016/03/the-writing-centre-at-the-sultan-qaboos-university
  14. Angelo, T., & Cross, K. (1993). Classroom assessment techniques: A handbook for college teachers. Jossey-Bass Inc. Publishers.Google Scholar
  15. Bakhtin, M. (1981). The dialogic imagination: Four essays (M. Holquist, Ed.). Austin, TX: University of Texas Press.Google Scholar
  16. Bakhtin, M. (1986). Speech genres and other late essays. Austin, TX: University of Texas Press.Google Scholar
  17. Barnawi, O. (2016). The Effect of negotiating pedagogies in Saudi college EFL writing classrooms. Language and Literacy, 18(1), 1–22.CrossRefGoogle Scholar
  18. Bawarshi, A., & Pelkowski, S. (1999). Postcolonialism and the idea of a writing center. The Writing Center Journal, 19(2), 41–58.Google Scholar
  19. Benesch, S. (2002). Critical English for academic purposes: Theory, politics and practice. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
  20. Blau, S., & Hall, J. (2002). Guilt-free tutoring: Rethinking how we tutor non-native-speaking students. Writing Center Journal, 23(1), 23–44. Retrieved from http://www.english.udel.edu/wcj/
  21. Bradley, T., & Orleans, M. (1989). Adapting peer-writing techniques to Asian technologies and cultures. Journal of Educational Techniques and Technologies, Spring, 6–8.Google Scholar
  22. Brislin, R., & Yoshida, T. (Eds.) (1994). Improving intercultural interactions: Modules for cross-cultural training programs. Thousand Oaks, CA: Sage publications.Google Scholar
  23. Brooke, R. (1987). Underlife and writing instruction. College Composition and Communication, 38(2), 141–153.CrossRefGoogle Scholar
  24. Brooks, J. (1991). Minimalist tutoring: Making the student do all the work. The Writing Lab Newsletter, 15(6), 1–4. Retrieved from http://www.writinglabnewsletter.org/new/
  25. Canagarajah, S. (1997). Safe houses in the contact zone: Coping strategies of African American students in the academy. College Composition and Communication, 48(2), 173–196.CrossRefGoogle Scholar
  26. Canagarajah, S. (2002). Critical academic writing and multilingual students. Ann Arbor, MI: University of Michigan.CrossRefGoogle Scholar
  27. Canagarajah, S. (2004). Multilingual writers and the struggle for voice in academic discourse. In A. Pavlenko & A. Blackledge (Eds.), Negotiation of identities in multilingual contexts (pp. 266–289). Clevedon, UK: Multilingual Matters.Google Scholar
  28. Canagarajah, S. (2015). The place of world Englishes in composition: Pluralization continued. In S. Perryman-Clark, D. Kirkland, & A. Jackson (Eds.), Students’ right to their own language (pp. 279–304). Boston, MA: Bedford.Google Scholar
  29. Carino, P. (2003). Power and authority in peer tutoring. In M. A. Pemberton & J. Kinkead (Eds.), The center will hold: Critical perspectives on writing center scholarship (pp. 96–113). Logan, UT: Utah Tate UP.CrossRefGoogle Scholar
  30. Celce-Murcia, M. (2001). Teaching English as a second or foreign language. Boston, MA: Heinle & Heinle.Google Scholar
  31. Cohen, L. (2009). The heteroglossic world of preschoolers’ pretend play. Contemporary Issues in Early Childhood, 10(4), 331–342.CrossRefGoogle Scholar
  32. Corbett, S. J. (2008). Tutoring style, tutoring ethics: The continuing relevance of the directive/nondirective instructional debate. Praxis: A Writing Center Journal, 5(2). Retrieved from http://www.english.udel.edu/wcj/
  33. Darvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36–56.CrossRefGoogle Scholar
  34. EFEPI, (2015). The 6th edition of the EF English Proficiency Index. Retrieved from http://www.ef.com/sa/epi/
  35. Eleftheriou, M. (2011). An exploratory study of Middle Eastern writing center: The perceptions of tutors and tutees (Doctoral dissertation), University of Leicester, UK.Google Scholar
  36. Erbaugh, M. (1990). Taking advantage of China’s literary tradition in teaching Chinese students. Modern Language Journal, 71, 15–27.CrossRefGoogle Scholar
  37. Evertz, K. (1999). Can the writing center be a liberatory center when it’s also a WAC center? The Writing Lab, 23(5), 1–4. Retrieved from http://www.writinglabnewsletter.org/new/
  38. Fielding, M. (2001). Students as radical agents of change. Journal of Educational Change, 2(2), 123–141.CrossRefGoogle Scholar
  39. Gillespie, P., & Lerner, N. (2000). The allyn and bacon guide to peer tutoring. Boston, MA: Allyn & Bacon.Google Scholar
  40. Hall, J., Vitanova, G., & Marchenkova, L. (2005). Introduction: Dialogue with Bakhtin on second and foreign language learning. In J. K. Hall, G. Vitanova, & L. Marchenkova (Eds.), Dialogue with Bakhtin on second and foreign language learning (pp. 1–10). New Jersey:Lawrence Erlbaum Associates.Google Scholar
  41. IELTS.(2015). International English Language Testing System. http://www.ielts.org/pdf/IELTS%20Guide%20for%20Agents.pdf
  42. Jabur, Z. (2008). A qualitative study of Omani Muslim Women’s perceived experiences as writers in English as a second language (Doctoral dissertation), Indiana University of Pennsylvania, USA.Google Scholar
  43. Johns, A. (2002). Destabilizing and enriching novice students’ genre theories. In A. M. Johns (Ed.), Genre in the classroom: Multiple perspectives (pp. 237–246). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
  44. Jones, C. (2001). The relationship between writing centers and improvement in writing ability: An assessment of the literature. Education, 122(1), 3–20. Retrieved from http://findarticles.com/p/articles/mi_qa3673/is_1_122/ai_n28879462/ Google Scholar
  45. Kent, T. (1994). Externalism and the production of discourse. In A. Gary, A. Olson, & D. Sindey (Eds.), Composition for the postmodern classroom (pp. 295–312). Albany: State University of New York Press.Google Scholar
  46. Keşici, S. (2008). Teachers’ opinions about building a democratic classroom. Journal of Instructional Psychology, 35(2), 192–203.Google Scholar
  47. Lantolf, J. (2000). Second language learning as a mediated process. Language Teaching, 33, 79–96.CrossRefGoogle Scholar
  48. Leki, I. (2001). Materials, educational, and ideological challenges of teaching EFL writing at the turn of the century. International Journal of English Studies, 1, 197–209.Google Scholar
  49. Liu, Y. (2008). Taiwanese students’ negotiations with academic writing: Becoming “playwrights and film directors”. Journal of Second Language Writing, 17(2), 86–101.CrossRefGoogle Scholar
  50. Liu, Y., & You, X. (2008). Negotiating into academic discourses: Taiwanese and U.S. college students in research writing. International Journal of English Studies, 8(2), 152–172.Google Scholar
  51. Martin, J. (2006). Online information literacy in an Arabian context. Learning and Teaching in Higher Education: Gulf Perspectives, 3(2). Retrieved from http://www.zu.ac.ae/lthe03_03_03_martin.htm
  52. Ministry of Education. (2008). Post-basic education grades 11 and 12. Ministry of Education thesis, Sultanate of Oman.Google Scholar
  53. Mohamed, A., & Omer, M. R. (2000). Texture and culture: Cohesion as a marker of Rhetorical organization in Arabic and English narrative texts. RELC Journal, 31(2), 45–75. doi: 10.1177/003368820003100203 CrossRefGoogle Scholar
  54. Morson, G., & Emerson, C. (1990). Mikhail Bakhtin: Creation of a prosaics. Stanford, CA: Stanford University Press.Google Scholar
  55. Muncie, J. (2002). Finding a place for grammar in EFL composition classes. ELT Journal, 56(2), 180–186.CrossRefGoogle Scholar
  56. Murray, J. (2010). Memories of MENAWCA 2009. News from the Centers, 2(1), 3. Retrieved from www.menawca.org
  57. Mynard, J. (2006). Promoting learner autonomy in the UAE and Japan. Independence, 39. Retrieved from http://lasig.iatefl.org/uploads/1/1/8/3/11836487/seiten_aus_independence_39.pdf
  58. Norton, B. (2011). The practice of theory in the language classroom. Issues in Applied Linguistics (special issue on Linguistic Diversity in American Classrooms), 18(2), 171–180.Google Scholar
  59. O’Connell, D. (2012). The UoN writing center. Retrieved from http://www.unizwa.edu.om/content_files/a82491017.pdf
  60. Pico, M. (2013). Social interaction in the FEL writing class. Argentinean Journal of Applied Linguistics, 1(1), 23–33.Google Scholar
  61. Punekar, I. (2004). Cultural competence in the Villanova University writing center: Tutoring Omani nursing students. Retrieved from http://www43.homepage.villanova.edu/imran.punekar/Documents.htm
  62. Rafoth, B. (2015). A tutor’s guide: Helping writers one to one (2nd ed.). New Orleans, LA: Heinemann.Google Scholar
  63. Richardson, P. (2004). Possible influences of Arabic-Islamic culture on the reflective practices proposed for an education degree at the Higher Colleges of Technology in the United Arab Emirates. International Journal of Educational Development, 24(4), 429–436. doi: 10.1016/j.ijedudev.2004.02.003 CrossRefGoogle Scholar
  64. Russell, D. (1997). Rethinking genre in school and society: An activity theory analysis. Written Communication, 14(4), 504–554.CrossRefGoogle Scholar
  65. Sampson, G. (1984). Exporting language teaching methods from Canada to China. TESL Canada Journal, 1(1), 19–31.CrossRefGoogle Scholar
  66. Sapp, D. (2001). Globalization and “just” pedagogy: A description, interpretation, and critique of English composition pedagogy in China, Brazil, and Spain. Unpublished Ph.D. dissertation. New Mexico State University.Google Scholar
  67. Sergon, V. (2011). Playing the blame game: English education in Omani government schools. Independent Study Project (ISP) Collection. Paper 1132.Google Scholar
  68. Shamoon, L., & Burns, D. (1995). A critique of pure tutoring. Writing Center Journal, 15, 134–151. Retrieved from http://www.english.udel.edu/wcj/
  69. Thonus, T. (1998). What makes a writing tutorial successful: An analysis of linguistic variables and social context (Doctoral dissertation), Indiana University, Bloomington.Google Scholar
  70. Thonus, T. (2001). Triangulation in the writing center: Tutor, tutee, and instructor perceptions of the tutor’s role. Writing Center Journal, 22, 59–81. Retrieved from http://www.english.udel.edu/wcj/
  71. Thonus, T. (2003). Serving generation 1.5 learners in the university writing enter. TESOL Journal, 12(1), 17–24.CrossRefGoogle Scholar
  72. Vaidya, S. (2007). Oman moves to make English second language. Gulf News. Retrieved from http://gulfnews.com/news/gulf/oman/oman-moves-tomake-english-second-language-1.217551
  73. Williams, J., & Severino, C. (2004). The writing center and second language writers. Journal of Second Language Writing, 13, 165–172. doi: 10.1016/j.jslw.2004.04.010 CrossRefGoogle Scholar
  74. You, X. (2004). The choice made from no choice: English writing instruction in a Chinese University. Journal of Second Language Writing, 13(2), 97–110.CrossRefGoogle Scholar
  75. Zaki, M. (n.d.). Negotiation in adult EFL classrooms: Theory and practice. Retrieved from https://www.academia.edu/5593476/Negotiation_in_Adult_EFL_Classrooms_Manar_Zaki

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Raniah Kabooha
    • 1
  1. 1.King Abdul Aziz UniversityJeddahSaudi Arabia

Personalised recommendations