English Teacher Training in Saudi Arabia - Research Proposal Example

English teacher training in Saudi Arabia in light of the challenges of reality and taking into account the requirements of labor market Background Many Saudis have responded to the needs of reviving school system on the modern footing after the aftermath of 11 September, 2001 (Prokop, 2003, p.77).The insufficiently English trained teacher fails to ensure the achievement of educational objectives in the Kingdom of Saudi Arabia. The under-attainment or absence of educational objectives has far-reaching implications on the entire education system in the Kingdom, especially in permeating the English language. Although students in the Kingdom’s state school receive seven years of formal English language teaching, yet most of the graduates are considerably ill-equipped to use the language for the communication purposes (Al-Mohanna, 2010). This may be caused by some of the reasons such as poor teach training, in-sufficient language learning settings, students’ immoderate attitudes, inappropriate materials or an amalgamation of all of the above mentioned causes (Al-Mohanna, 2008). Additionally, the educational system prevails over the use of the Arabic language, which is widely talked and understood throughout the academic world. Although this do not contribute the problems as much as the other factors, yet the English language finds a very less active response from the teachers involved in teaching English language. Research objectives Assessing the on-ground challenges encountered in the process of English teacher training in the Kingdom of Saudi Arabia Demystifying the expectations from the English language teachers in relations with the currently provided English language services in the Kingdom of Saudi Arabia Research questions 1. What are the problems in the English teacher training? 2. What are the causes of such problems? 3. What steps at the micro and macro level can be taken to minimize the impacts of such problems? 4. What are the current demands from an English language teacher in the market? 5. What steps can be put in place to ensure achieving such demands at the micro and macro level? Literature review English as Foreign Language (EFL) teachers have found the presence of sufficiently unqualified teachers in the Gulf region (Syed, 2003, p.337) and EFL teacher preparation programs in the Kingdom of Saudi Arabia can be understood as inadequate and nonsystematic (Al-Hazmi, 2003, p.341). Within the last four decades, graduates from the faculties of arts and graduates of college and education affiliated with the Saudi universities have been enabled to provide the services for EFL teachers in the country (Al-Hazmi, 2003, p.341). These teachers are trained and are provided with the bachelor’s degrees and associate’s degrees in the literature and in the English language. Additionally, colleges of education serve the students by educating them in the educational aspects; on the other hand, colleges of arts enable students to become English-Arabic translation specialists or English specialist, which may not be necessarily to enthrone them on the required level of English teachers. Furthermore, both colleges of arts and EFL graduates of colleges of education are required to undergo a 4-year program; in which they are polished by offering courses in English literature, English language skills, applied linguistics, translation and linguistics. In addition, in comparison with novice teachers in other faculties in Arabic, they are facilitated with other courses such as evaluation, educational psychology, curriculum studies and school administration, none of such courses fulfils the requirements of would-be EFL teachers (Al-Hazmi, 2003, p.342). Surprisingly, students only avail one course on EFL teaching mechanism, which cannot be termed as adequately sufficient to meet the diverse requirements of EFL teachers in the Kingdom of Saudi Arabia. Interestingly, students at both colleges do not spend much time to serve as novice teachers but only they consume the last semester of the program at secondary and intermediate level along with an opportunity to teach one or two courses-comprising four to eight classes a week (Al-Hazmi, 2003, p.342). The implications of such handling of English language teachers can only bring compromises over the educational objectives. Some authors argue that facilitating untrained teachers by sending them into the classes only spoils the quality of teacher preparation along with the severe compromises over the quality of learning. Methodology Methodology determines and provides a way to carry out the process of research work. And, fundamentally, it is comprised of two points- research design and data collection method. In the research design, the researcher selects and uses research philosophies-Positivism and Phenomenology- along with research techniques. The primary or secondary research methods are also accounted for. And, in the data collection process, the researcher is required to explain population and along with a sample, particularly a representative one. Subsequent to that, an instrument can be used to carry out the work of primary research. The examples of instrument are surveys, interviews, questionnaire forms and so on. Additionally, it is the ethical responsibility of the researcher to determine and define the ethical standards that are going to be used while gathering research data from the representative sample. In this research work, the researcher intends to use the philosophy of Phenomenology. In which different problems, causes, effects along with their remedies leading to English teacher training in the Kingdom of Saudi Arabia would be highlighted. Primary research Obtaining the first hand information defines the primary research. In primary research, the researcher is required to utilize a research instrument to carry out the work of primary research. For that purpose, the researcher is, most of the time, required to meet with the sample members along with the instrument Secondary research Obtaining information from other than the first hand information method defines the secondary research. In which, the researcher conducts research by visiting authentic websites, books, journals, magazines and other sources of information with an intent to complete the objectives of research. Resources The resources provide access to the required information. The resources enable a researcher to determine and utilize such pieces of information that can be used to entertain the research objectives. In resources, available time, data, and finance are provided. In this way, the researcher becomes in a position to know the exact cost and time utilization in completing the research work. Works cited page Al-Hamzi, Sultan. “EFL Teacher Preparation Programs in Saudi Arabia: Trends and Challenges.” Teachers of English to Speakers of Other Languages Vol. 37, No. 2 (Summer, 2003). Pp. 341-344. Al-Mohanna, Ayedh.” English Language Teaching in Saudi Arabian Context: How Communicatively Oriented is it?” J. King Saud University. Vol, 22, Lang. & Transl., (2010) pp. 69-88. Prokop, Michaela. “Saudi Arabia: the Politics of Education,” International Affairs, Vol. 79, No.1 (2003). Pp. 77-89. Syed, Zafar. “The Sociocultural Context of English Language Teaching in the Gulf ,” TESO: Quarterly, Vol. 37, No. 2 (Summer, 2003), pp.337-341 Read More