Does the Saudi English Language Curriculum Reflect the Current State of English? A Documentary Analysis from a Global Englishes Perspective

Autor/inn/en	Aldawsari, Mohammed; Karakas, Ali
Titel	Does the Saudi English Language Curriculum Reflect the Current State of English? A Documentary Analysis from a Global Englishes Perspective
Quelle	In: Taiwan Journal of TESOL, 18 (2021) 2, S.1-28 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Aldawsari, Mohammed) ORCID (Karakas, Ali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-9448
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Educational Change; Curriculum Development; Educational Policy; Language Role; Language Attitudes; Teaching Methods; Global Approach; Cultural Awareness; Grading; Rating Scales; Guidelines; Evaluation Methods; Islamic Culture; Elementary Secondary Education; Language Planning; Language Variation; Saudi Arabia + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politics of education; Bildungspolitik; Sprachverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Globales Denken; Cultural identity; Kulturelle Identität; Notengebung; Schulnote; Rating-Skala; Richtlinien; Islam; Kultur; Sprachwechsel; Sprachenvielfalt; Saudi-Arabien
Abstract	The Saudi English language education has experienced a continuous process of reform and revision. Recently, the Saudi English Language Curriculum (SELC) has been introduced to the research and practice community. The lack of research investigating language policies in the Saudi context is where the current study situates itself. Thus, a qualitative documentary analysis was carried out to study the document. The findings suggest that the newly reformed curriculum recognises the new global status of the English language, though implicitly. However, this recognition of English as a global language is not reflected in the desired practices. The native-speaker model seems to be the one that SELC has adopted. This is shown in the use of CEFR as the assessment reference of grading and in the traditional teaching approach. Regarding culture depiction in SELC, there was an emphasis on the role of culture in language education. The local culture (source) has received a considerable amount of attention in the form of topics relevant to Saudi Islamic culture yet the understanding of the notion of culture was still that of a traditional one. A number of research implications and limitations are reported in the conclusion of this paper. (As Provided).
Anmerkungen	National Chengchi University Department of English. 64 Sec 2 ZhiNan Road, Wenshan District, Taipei 11605, Taiwan, R.O.C. Tel: 886-2-2938-7248; Fax: 886-2-2939-0510; e-mail: tjtesol@nccu.edu.tw; Web site: http://www.tjtesol.org/index.php/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01