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Sociolinguistics Of Saudi Vision 2030: Paradigm Shift Through English Faculty’S Perspectives Of Translanguaging At A Saudi University., Naif Masrahi
Language, Literacy, and Sociocultural Studies ETDs
Many educational systems around the world insist on applying an English Only Policy (EOP) when teaching the English language at universities without addressing their contextual needs. In Saudi Arabia, this problem leads to reduced satisfaction among faculty regarding students’ English level (Alharbi & Alqefari, 2022; Alkhairy, 2013; Alqahtani, 2020; Alsaawi, 2019; Alshammari, 2022; Altale & Alta’ani, 2019; Alzahrani, 2019; Elyas & Picard, 2010). However, the new educational transformation promised by Saudi Vision 2030 (2016) supports the Arabic language as a mother tongue for Saudis, English as an important language, and the teaching of critical thinking to respond to current global …
Saudi Efl Female Teachers' Beliefs: A Single Case Study, Eman Saleh Bosaad
Saudi Efl Female Teachers' Beliefs: A Single Case Study, Eman Saleh Bosaad
Language, Literacy, and Sociocultural Studies ETDs
SAUDI EFL FEMALE TEACHERS’ BELIEFS: A SINGLE CASE STUDY
By
Eman Bosaad
B.S., in Biology, King Faisal University, 2005
B.S., Linguistics, University of New Mexico, 2014
M.A. in Language Literacy and Sociocultural Studies, University of New Mexico, 2016
PhD in Language Literacy and Sociocultural Studies, University of New Mexico, 2021
ABSTRACT
We are facing a huge linguistic and cultural change as a result of the spread of English language in KSA. It has been an important criterion to succeed in education or to obtain an opportunity in the Saudi job market (Al- Jarf, 2008; Al-Seghayer, 2014a; Al-Seghayer, 2014b; Rahman, 2013). …
Pakistani English Language Teachers’ Preparedness: An Investigation Of Ideological Meaning-Making In Higher Education Institutions In Pakistan, Yasir Hussain
Language, Literacy, and Sociocultural Studies ETDs
This research study is an attempt to understand the ideological preparedness of English language teachers at the higher education institutions (HEIs) in Pakistan. The construct of preparedness is unique in this study because the phenomenon of preparedness is simplified for pedagogical methodologies and teaching practices. This study is a journey of understanding ideology, its representations through discourse, and its enactment through discursive practices of the participant-teachers. In this hermeneutical phenomenological study, I used interview texts as the data source and critical discourse analysis (CDA) as the analytical framework. The participants included 15 English language teachers at nine different HEIs in …