A critical discourse analysis of the reasons underlying Arab student-teachers' inadequate English language proficiency

Despite the emphasis laid on demonstrating English language proficiency by Non-Native English Speaking Teachers (NNESTs), research has shown that for various reasons English language teachers graduating from a state-owned university in an Arab country for the past 25 years or so have been found lack...

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Bibliographic Details
Published in:Cogent education 2017-01, Vol.4 (1), p.1340821
Main Authors: Al-Issa, Ali S.M., Al-Bulushi, Ali Hussain, Al-Zadjali, Rima Mansoor
Format: Article
Language:English
Subjects:
Arab people
Arabs
Bias
Classroom communication
Cognitive Processes
College Faculty
Communication Skills
Critical discourse analysis
Discourse Analysis
Educational research
English (Second Language)
English language
English language proficiency
English language teaching
English proficiency
English teachers
Foreign Countries
ideologies
Ideology
Language Proficiency
manipulation
Neoliberalism
Nonnative-speaking teachers
Second Language Learning
Semi Structured Interviews
Student Teachers
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Summary:Despite the emphasis laid on demonstrating English language proficiency by Non-Native English Speaking Teachers (NNESTs), research has shown that for various reasons English language teachers graduating from a state-owned university in an Arab country for the past 25 years or so have been found lacking communication skills due to reasons pertinent to their preparation. This Critical Discourse Analysis (CDA) study combines data from two different sources and examines from an ideological perspective the reasons underlying those student-teachers' (STs) deficient English language proficiency. Results have revealed that there have been conflicting and contesting ideological among the various involved agents leading to manipulating the factors affecting those STs' English language proficiency. The findings have implications for shaping the STs' language proficiency.
ISSN:2331-186X
2331-186X
DOI:10.1080/2331186X.2017.1340821