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Published byJulie Copeland Modified over 9 years ago
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The reality and needs of EFL teacher-preparation programmes in Saudi Arabia
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How have Saudi English teachers been trained in the past? The training of Saudi teachers of English began in 1970. Studying one academic year and sit afterward for a comprehensive exam. Studying in some British universities for 100 weeks.
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How are they currently trained? From the early 1980s to the present time. Studying at English departments in various Saudi university colleges in four-year English programmes. Preparing them to English at elementary, intermediate and secondary schools. A Bachelor of Arts degree in English.
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What are the courses that the English programmes include? Prospective teachers are required to undertake the following: Take basic education courses to fulfill university or college requirements. Take courses prescribed by the department of English, including those of skill-building courses, general linguistics courses, applied linguistics courses, and English literature courses. Take elective courses of their choice. * The offered English teaching-methods courses represent no more than 10% of the total courses offered by English departments in colleges and universities.
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First and second year courses focus on developing language skills. Third and fourth years courses include more advanced subjects, such as English literature courses linguistics courses and translation courses. The final semester is a practicum.
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What are some of the factors behind the inefficiency of the current EFL teacher-preparation programmes? These programmes lacks of disciplinary knowledge, pedagogical content knowledge and technological pedagogical knowledge.
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Disciplinary knowledge includes, for example, the history of language teaching methods, second language acquisition, sociolinguistics, phonology, syntax, discourse analysis and applied linguistics. Pedagogical content knowledge includes curriculum planning, assessment, reflective teaching, classroom management and teaching the four skills. Technological pedagogical knowledge involves the ability to effectively integrate the available technological recourse into language teaching.
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The competence of Saudi teachers of English They do not have a firm grasp of the methods of teaching language elements. They do not possess enough theoretical background knowledge pertaining to the main factors that affect second language learning, such as motivation, attitude, aptitude and age.
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