Advertisement

Incorporating Intercultural Research into ELL/ELT in Oman

  • Gayane R. HovhannisyanEmail author
Chapter
Part of the English Language Education book series (ELED, volume 15)

Abstract

Separated from the general paradigm of linguistic education by its volume and significance, ELT is widely recognized as a discipline with two traditional research spheres: the contents and the methodology. A policy aspect in many countries and regions is considered to be a meta-context for ELT, while in those nations where English is practically the only foreign language, it is identified as the relationship of L1 and L2 calling forth a sharper contrast within the context of language power and control. Oman faces the paradoxical situation of having both the need for, and resistance toward, English. This analytical chapter proposes an intercultural research perspective of three aspects – cognitive, communicative, and cultural – of not only teaching but also of learning as a process and consequence of cultural and historical premises. English language learning and teaching (ELL/ELT) research is proposed as an option to disperse and balance the potential conflict through the multilateral extension of research contents into its psycholinguistic depth and corresponding methodologies. The proposed outline of the principles of ELL/ELT research aims at providing language policymakers and curriculum developers with a conceptual basis for systematic content and methodology approach.

Keywords

Language learning and teaching Intercultural research Culture Cognition Communication 

References

  1. Aitchison, J. (2004). Language change: Progress or decay? Cambridge, UK: Cambridge University Press.Google Scholar
  2. Al-Busaidi, S., & Tuzlukova, V. (2014). Local perspectives on teacher professional development: Targeting policy and practice. Asian Journal of Management Sciences & Education, 3(4), 74–84. Retrieved from http://www.ajmse.leenaluna.co.jp/AJMSEPDFs/Vol.3(4)/AJMSE2014(3.4-05).pdf
  3. Al-Issa, A. (2009). ELT games and teacher beliefs: The use of games in teacher education in Oman. Reflections on English Language Teaching, 8(1), 35–52. Retrieved from http://www.nus.edu.sg/celc/research/books/relt/vol8/no1/35-52ali.pdf
  4. Al-Issa, A. (2014). A critical examination of motivation in the Omani English language education system. Journal of Language Teaching and Research, 5(2), 406–418.  https://doi.org/10.4304/jltr.5.2.406-418CrossRefGoogle Scholar
  5. Al-Issa, A. (2015). Making a case for new directions in English language teaching research at an Omani university: A critical qualitative content analysis report. The Qualitative Report, 20(5). Retrieved from http://www.nova.edu/ssss/QR/QR20/5/al-issa3.pdf
  6. Al-Issa, A., & Al-Balushi, A. (2010). Training English language student teachers to become reflective teachers. Australian Journal of Teacher Education, 35(4). Retrieved from  https://doi.org/10.14221/ajte.2010v35n4.4
  7. Al-Jadidi, H. S. (2009). Teaching English as a foreign language in Oman an exploration of English language teaching pedagogy in tertiary education. Unpublished doctoral dissertation, Victoria University, Melbourne, Australia. Retrieved from http://core.ac.uk/download/pdf/10833820.pdf
  8. Al-Jardani, K. S. (2012). English language curriculum evaluation. Oman International Journal of English Linguistics, 2(5), 40–44.  https://doi.org/10.5539/ijel.v2n5p40CrossRefGoogle Scholar
  9. Al-Mahrooqi, R. (2012). A student perspective on low English proficiency in Oman. International Education Studies, 5(6), 263–271.  https://doi.org/10.5539/ies.v5n6p263CrossRefGoogle Scholar
  10. Al-Mahrooqi, R., Abrar-Ul-Hassan, S., & Asante, C. (2012). Analyzing the use of motivational strategies by EFL teachers in Oman. Malaysian Journal of ELT Research, 8(1), 36–76.Google Scholar
  11. Al-Mahrooqi, R., & Denman, C. (Eds.). (2015). Issues in English education in the Arab World. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.Google Scholar
  12. Al-Marooqi, R., & Tuzlukova, V. (2010). Mechanisms for establishing a research culture at language institutions. Pertanika Journal of Social Sciences & Humanities, 18(2), 391–398. Retrieved from http://www.myjurnal.my/public/article-vi
  13. Balboni, P. (2006). Intercultural communicative competence: A model. Perugia, Italy: Guerra Edizioni.Google Scholar
  14. Bauer, L. (1994). Watching English change. London: Longman.Google Scholar
  15. Bennett, J. M. (2004). Developing intercultural sensitivity: An integrative approach to global and domestic diversity. In D. Landis & M. J. Bennett (Eds.), Handbook of intercultural training (3rd ed., pp. 147–165). Thousand Oaks, CA: SAGE.CrossRefGoogle Scholar
  16. Bouchard, J. (2017). Ideology, agency and intercultural communicative competence. A stratified look into EFL education in Japan. Singapore, Singapore: Springer.Google Scholar
  17. Breivik, L., & Jahr, E. (Eds.). (1989). Language change: Contribution to the study of its causes. Berlin, Germany: Mouton De Gruyter.Google Scholar
  18. Cambridge University Press. (2015). English profile. The CEFR for English. Retrieved from http://www.englishprofile.org/
  19. CEFR. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, UK: Cambridge University Press.Google Scholar
  20. Council of Europe. (2011). Education and languages, language policy. Retrieved from http://www.coe.int/t/dg4/linguistic/DNR_EN.asp#P55_9216
  21. Crystal, D. (2003). English as a global language. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
  22. Daniels, H. (Ed.). (2012). An introduction to Vygotsky. London: Routledge.Google Scholar
  23. Figueras, N. (2009). Language educational policies within a European framework. In J. C. Alderson (Ed.), The politics of language education: Individuals and institutions (pp. 203–221). Bristol, UK: Multilingual Matters.Google Scholar
  24. Firth, A. (1996). The discursive accomplishment of normality. On ‘lingua franca’ English and conversation analysis. Journal of Pragmatics, 26(2), 237–259.CrossRefGoogle Scholar
  25. Hall, E. T. (1976). Beyond culture. New York: Anchor Books.Google Scholar
  26. Holliday, A. (2006). Native-speakerism. ELT Journal, 60(4), 385–387.  https://doi.org/10.1093/elt/ccl030CrossRefGoogle Scholar
  27. Jenkins, J. (2003). World Englishes. London: Routledge.Google Scholar
  28. Kachru, B. (Ed.). (1992). The other tongue: English across cultures. Urbana/Chicago, IL: University of Illinois Press.Google Scholar
  29. Kachru, B., Kachru, Y., & Nelson, C. (Eds.). (2006). The handbook of world Englishes. Malden, MA: Blackwell Publishing.Google Scholar
  30. Lightfoot, D. (2006). How new languages emerge. New York: Cambridge University Press.CrossRefGoogle Scholar
  31. Mair, C. (Ed.). (2003). The politics of English as a world language. Amsterdam: Rodopi.Google Scholar
  32. McKay, S. L. (2003). Teaching English as an international language: The Chilean context. ELT Journal, 57(2), 139–148.CrossRefGoogle Scholar
  33. McMahon, A. (2002). Understanding language change. New York: Cambridge University Press.Google Scholar
  34. Nunan, D., Tyacke, M., & Walton, D. (1987). Philosophy and guidelines for the Omani English language school curriculum. Muscat, Sultanate of Oman: Ministry of Education and Youth.Google Scholar
  35. Piaget, J. (2001). The language and thought of the child (3rd ed.). New York: Routledge.Google Scholar
  36. Seidlhofer, B. (2005). English as a lingua franca. ELT Journal, 59(4), 339–340.CrossRefGoogle Scholar
  37. Sercombe, P., & Tupas, R. (Eds.). (2014). Language, education and nation-building: Assimilation and shift in Southeast Asia. London: Palgrave Macmillan.Google Scholar
  38. Swaffar, J. K., & Urlaub, P. (2014). Transforming postsecondary foreign language teaching in the United States. Dordrecht, The Netherlands: Springer.CrossRefGoogle Scholar
  39. Ufimtseva, N. (2014). Russian psycholinguistics: Contribution to the theory. Intercultural Communication Studies, XXIII(1), 1–13. Retrieved from http://web.uri.edu/iaics/files/1-XXIII-1-V.-Ufimtseva.pdfGoogle Scholar
  40. World Language Process. (2012). Retrieved from http://worldlanguageprocess.org/index.htm

Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  1. 1.Higher College of TechnologyMuscatOman

Personalised recommendations