Abstract
The teaching of English as a second language is being made a priority in
many countries worldwide as it is the language of international
communication i.e. the lingua franca of trading, media, politics and
academia (Crystal, 2006). Currently in Syria, as in most other Arab
countries, the majority of students who finish the public secondary school
education must have had at least eight years of ‘compulsory’ instruction in
English. Given its growing status, Syrian education policy-makers have
been trying to improve the quality of English language teaching in Syria,
especially the teaching and learning of oral communication skills.
Taking a socio-cultural approach to language teaching and learning, the
present study positions the teacher at the core of the teaching and learning
process in which knowledge is co-constructed between students and
teachers. The driving force for this study emerges from the fact that the
first step for providing professional training for EFL teachers is to identify
teachers’ practices through empirical systematic studies (Seedhouse, 2004).
In this study, the case is made that a systematic review of teaching and
learning in the Syrian EFL secondary English classrooms is a starting point
for pedagogical innovation and change. This, it is argued, will provide a
rich evidence base for educational policy in EFL teaching in Syria.
many countries worldwide as it is the language of international
communication i.e. the lingua franca of trading, media, politics and
academia (Crystal, 2006). Currently in Syria, as in most other Arab
countries, the majority of students who finish the public secondary school
education must have had at least eight years of ‘compulsory’ instruction in
English. Given its growing status, Syrian education policy-makers have
been trying to improve the quality of English language teaching in Syria,
especially the teaching and learning of oral communication skills.
Taking a socio-cultural approach to language teaching and learning, the
present study positions the teacher at the core of the teaching and learning
process in which knowledge is co-constructed between students and
teachers. The driving force for this study emerges from the fact that the
first step for providing professional training for EFL teachers is to identify
teachers’ practices through empirical systematic studies (Seedhouse, 2004).
In this study, the case is made that a systematic review of teaching and
learning in the Syrian EFL secondary English classrooms is a starting point
for pedagogical innovation and change. This, it is argued, will provide a
rich evidence base for educational policy in EFL teaching in Syria.
| Original language | English |
|---|---|
| Title of host publication | Multilingual Theory and Practice in Applied Linguistics |
| Pages | 199-204 |
| Number of pages | 6 |
| ISBN (Electronic) | 9780955953354 |
| Publication status | Published - 2012 |