Developing guidelines for teaching English as a foreign language in public schools in Jordan
Other Title(s)
تطوير خطوط عامة لتدريس اللغة الإنجليزية في المدارس الحكومية الأردنية
Dissertant
Thesis advisor
Comitee Members
Mubayyidin, Husam al-Din Z.
Abu Zaynah, Farid Kamil
al-Smadi, Uqlah Mahmud
University
Amman Arab University
Faculty
Faculty of Educational Sciences and psychological
Department
Department of Curriculum and Instruction
University Country
Jordan
Degree
Ph.D.
Degree Date
2005
English Abstract
This study deals with the policy of introducing English in the first grade in public schools in Jordan, which was implemented in 1999.
Computers were supposed to have been used for EFL instruction.
The study attempts to answer questions related to the optimal age for introducing foreign language teaching in schools and the current world trends in that respect.
The study also explores the implementation of the TEFL policy in the lower basic grades of public schools in Jordan, and proposes guidelines for its improvement.
The researcher reviewed research findings on the optimal age for introducing foreign languages in schools.
Although results were not conclusive on how early this should take place, researchers generally agreed that it should be done before puberty.
The researcher also reviewed recent trends in FLT in five countries: USA, Germany, France, UK and Japan.
In the USA there is a strong national policy to promote foreign language education for grades K-12.
As it is left for the school to implement the policy, there is still a limited number of long-sequence programs that meet the goals of the national standards.
The three European countries, Germany, France and the UK are undertaking plans to introduce FLT earlier in the school system based on the Common European Framework.
In Japan foreign languages are not offered at the primary level.
Teaching English in action was explored in a qualitative study, which utilized a purposeful sample of five public schools in the Greater Amman area.
The schools accommodated grades 1- 6 and were urban and suburban schools for boys and girls.
Two strategies were used to collect data: descriptive classroom observation, and in-depth interviews with semi-structured questions, which aimed at exploring perceptions concerning the EFL policy and its implementation.
Analysis of data revealed that although some teachers exhibited hard work and some good teaching practices, many had poor command of English and lacked competence in key- teaching skills.
Teachers needed training in all aspects of ELT.
Some effective teaching practices were observed more in the girls’ schools than boys’; and more in urban than suburban schools.
Classes lacked the appropriate teaching aids, and there was no presence of any computer- aided learning.
Other Key issues were identified by the study: • The in-service training courses offered for the teachers were not always relevant and had limited value.
• The supervisory system should be developed to have a better role in monitoring English language teaching and learning.
• The ACTION PACK series should be developed to meet curriculum requirements.
Supplementary material should be added.
Guidelines are proposed under six headings: 1.
The policy of introducing English in the first grade 2.
Curriculum planning 3.
Curriculum and textbooks 4.
Assessment 5.
The use of ICT 6.
Teachers initial training and professional development 7.
Organizational Aspects Two of the recommendations suggested for further studies are highlighted below: 1) A study to determine the effectiveness of the curriculum and to evaluate the language program itself: focusing on the teacher, the methodology and the materials.
The information collected should form the basis for decisions regarding curriculum renewal.
2) A study that anticipates problems specific to teaching English and Arabic simultaneously in the first grade.
English and Arabic teachers of those grades should be aware of these problems and trained in strategies to deal with them
Main Subjects
Educational Sciences
Languages & Comparative Literature
Topics
No. of Pages
193
Table of Contents
Table of contents.
Abstract.
Abstract in Arabic.
Chapter One : Introduction.
Chapter Two : Review of related literature.
Chapter Three : Method and procedures.
Chapter Four : Findings of the study.
Chapter Five : Discussion, guidelines, and recommendations.
References.
American Psychological Association (APA)
Hashishu, Nawal Hasan Hamid. (2005). Developing guidelines for teaching English as a foreign language in public schools in Jordan. (Doctoral dissertations Theses and Dissertations Master). Amman Arab University, Jordan
https://search.emarefa.net/detail/BIM-434990
Modern Language Association (MLA)
Hashishu, Nawal Hasan Hamid. Developing guidelines for teaching English as a foreign language in public schools in Jordan. (Doctoral dissertations Theses and Dissertations Master). Amman Arab University. (2005).
https://search.emarefa.net/detail/BIM-434990
American Medical Association (AMA)
Hashishu, Nawal Hasan Hamid. (2005). Developing guidelines for teaching English as a foreign language in public schools in Jordan. (Doctoral dissertations Theses and Dissertations Master). Amman Arab University, Jordan
https://search.emarefa.net/detail/BIM-434990
Language
English
Data Type
Arab Theses
Record ID
BIM-434990
