English Education Policy in Bahrain – A Review of K-12 and Higher Education Language Policy in Bahrain

Abou-El-Kheir, Amir; MacLeod, Paul

doi:10.1007/978-3-319-46778-8_2

Cited by 11 publications

(2 citation statements)

References 8 publications

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“…The students enrolled in language programs at tertiary level need to demonstrate English language competence. Demonstrating competencies when using the English language in an online environment involves innovating when teaching English, producing the language and using the language to achieve academic and social purposes (Abou-El-Kheir & MacLeod, 2017;Cakır & Solak, 2015;Carroll, 1963;Gün, 2018).…”

Section: Issues Of An Environmental Naturementioning

confidence: 99%

Engaging Students through Blended Learning Activities to Augment Listening and Speaking

Alsowayegh¹,

Bardesi²,

Garba³

et al. 2019

Preprint

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Present study examines pedagogically the effect of blended learning activities to augment listening and speaking at tertiary level. Teachers provided content online that allowed measuring the students' engagement, satisfaction, teacher's role, and content and examination. Using the tools online on Blackboard®, discussion on forums and listening activities, the teacher provided the blended learning activities. The three-step strategy (3SS) framework was adopted for language learning.It provided students strategies that generated, supported and manipulated the blended learning activities for learning in the face to face sessions. The study investigates how blended learning activities motivate the engagement of students, their satisfaction, the role of the teacher, content and assessment from the students' point of view. The study uses a population of 38 students from two sections of a listening and speaking class (control G1 n = 20 and blended G2 n = 18), a placement test, examination results and responses from a questionnaire as instruments for examining the effect of blended learning activities on the students' engagement, satisfaction, teacher's role, content and examination. The results using descriptive statistics demonstrate positive effects of using blended learning activities in supporting the improvement of students' learning on listening and speaking at elementary level.e. In brief, using the evidence from the study reveals that exposing foundation year students to blended learning activities have positive effects on students' engagement, satisfaction, teacher's role, content and examination when learning English. The paper situated itself in the discussion of providing enriched language learning content online for supporting and measuring learning through the objective measurement of the content from the opinion of the students.

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Section: Issues Of An Environmental Naturementioning

confidence: 99%

Engaging Students through Blended Learning Activities to Augment Listening and Speaking

Alsowayegh¹,

Bardesi²,

Garba³

et al. 2019

Preprint

View full text Add to dashboard Cite

show abstract

“…Well-documented pedagogical and sociolinguistic issues have been discussed in educational domains as well as in local discourses fuelled by media debates on local educational policy decisions. While there is a growing body of work exploring stakeholders' attitudes toward EMI in the Gulf (Belhiah & Elhami, 2015;El Gamal, 2018;Hopkyns, 2020aHopkyns, , 2020bO'Neill, 2014) as well as pedagogical challenges faced (Abou-El- Kheir & MacLeod, 2017;Al-Bakri, 2013;Hillman & Eibenschutz, 2018), the "agentive roles" (Jiang & Zhang, 2019) of students and teachers in EME contexts have been given less attention, especially in Gulf-based literature. The aim of this chapter is to explore how teachers and students in UAE HE contexts can use agency to critically engage with the discourses of EMI.…”

Section: Sarah Hopkynsmentioning

confidence: 99%

English as a Medium of Instruction on the Arabian Peninsula

Wyatt¹,

Gamal²

2023

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Focusing on English as a Medium of Instruction (EMI) in the Arab Gulf states, the authors consider both sociolinguistic and pedagogical perspectives and explore practical implications.This edited volume features chapters covering how teachers are negotiating the linguistic challenges posed by EMI; issues of ownership, choice and agency; the scaffolding of academic literacies; how to support the development of content teachers' pedagogical content knowledge in EMI settings as well as the benefits of a bilingual education. Chapter authors all have extensive local experience that they draw upon reflectively in their writing. Policy-makers, teachers and teacher educators wondering how they can best balance the need to develop competence in English in students of all ages on the Arabian Peninsula in a globalizing world, together with the concern to nurture the Arabic language, culture and identity, will gain rich insights from this book.Postgraduates and researchers exploring issues surrounding EMI, both locally and internationally, will benefit from the arguments presented in this volume.

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The Struggle for Balance: Policy Borrowing and Continuous Reform in the Practice of English Language Teaching in the Gulf Cooperation Council (GCC) Countries

Abou-El-Kheir¹,

MacLeod²

2019

Second Handbook of English Language Teaching

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English Education Policy in Bahrain – A Review of K-12 and Higher Education Language Policy in Bahrain

Cited by 11 publications

References 8 publications

Engaging Students through Blended Learning Activities to Augment Listening and Speaking

Engaging Students through Blended Learning Activities to Augment Listening and Speaking

English as a Medium of Instruction on the Arabian Peninsula

The Struggle for Balance: Policy Borrowing and Continuous Reform in the Practice of English Language Teaching in the Gulf Cooperation Council (GCC) Countries

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