The Construction of the Universality of English within Saudi Arabian Education Contexts

Autor/inn/en	Alhamdan, Bandar; Honan, Eileen; Hamid, M. Obaidul
Titel	The Construction of the Universality of English within Saudi Arabian Education Contexts
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 38 (2017) 5, S.627-641 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Honan, Eileen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2015.1126553
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Language Role; Teacher Student Relationship; Educational Policy; Discourse Analysis; Curriculum; Textbooks; Content Analysis; Rural Areas; Migrants; Social Mobility; Teaching Methods; Focus Groups; Interviews; Teacher Attitudes; Student Attitudes; Junior High School Students; Language Attitudes; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Politics of education; Bildungspolitik; Diskursanalyse; Curricula; Lehrplan; Rahmenplan; Textbook; Text book; Schulbuch; Lehrbuch; Inhaltsanalyse; Rural area; Ländlicher Raum; Migrantin; Soziale Mobilität; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Lehrerverhalten; Schülerverhalten; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Sprachverhalten; Saudi-Arabien
Abstract	Discourses of the universality of English and its role in individual mobility and social development abound in the literature; these discourses have contributed to the global spread of English and to the development of English Language Teaching as a profession. Despite the ubiquity of the discourses of the value and universality of English, there has been limited research on how these discourses unfold in local contexts, how these discourses are reproduced or appropriated, and how these are translated into teaching and learning artefacts (e.g. policies and textbooks) and practices by teachers and students. This paper explores the construction of the discourse of the universality and value of English within education policies, curricular documents, and textbooks used in Saudi Arabian schools, and how these discourses then play out within teacher/student interactions in a rural Bedouin-dominated classroom. Our aim is to contribute to the understanding of global English and its discourses taking a local, situated perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01