15年沙特小学英语教学经验:主管和教师的视角

IF 1.6 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Yasser Alsuhaibani , Sultan Altalhab , Simon Borg , Rezan Alharbi
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引用次数: 0

摘要

2004年,英语成为沙特阿拉伯小学课程的必修科目,但对这一改革的分析有限。本文采用混合方法对504名长期在职英语教学专业人员的初级英语教学改革进行了考察。基于访谈和问卷调查,该研究得出结论,受访者大多支持尽早开始学习英语的政策;他们认为这对沙特公立学校学生的英语水平有积极影响,尽管他们也认为教育部规定的官方目标过于雄心勃勃。大多数受访者还认为,小学英语教学使学生对英语形成了更积极的态度。尽管对2004年的改革有这些积极的看法,但人们也认为沙特阿拉伯的小学英语教学仍然面临许多挑战,特别是缺乏专业教师的准备,要求高的教科书和课程中分配给英语的时间有限。建议在任何改革中解决这些挑战都应该是一个重要的因素,特别是考虑到沙特阿拉伯最近决定从一年级开始引入英语。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
15 years’ experience of teaching English in Saudi Primary Schools: Supervisors’ and teachers’ perspectives

In 2004 English became a compulsory subject in the primary curriculum in Saudi Arabia, yet analyses of this reform have been limited. This mixed methods study examines the perspectives on the primary English reform of 504 long-serving ELT professionals. Based on interviews and questionnaires, the study concludes that respondents were largely supportive of the policy to start English early; they believed it had a positive effect on levels of English among Saudi state school pupils, even though it was also felt that the official targets stipulated by the Ministry of Education were over-ambitious. Most respondents believed, too, that teaching English in primary school had allowed pupils to develop more positive attitudes to English. Despite these positive views about the 2004 reform, it was also felt that primary ELT in Saudi Arabia was still characterised by a number of challenges, particularly regarding the lack of specialised teacher preparation, demanding textbooks and the limited time allocated to English in the curriculum. It is recommended that addressing such challenges should be an important element in any reforms, particularly given the recent decision in Saudi Arabia to introduce English from Grade 1.

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来源期刊
CiteScore
2.80
自引率
12.50%
发文量
87
期刊介绍: Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.
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