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• W3085290400 abstract "Undisputedly English is a global language and imperative to the twenty-first century concept of globalization. This century has witnessed establishment of English as a Second language (ESL) in most of the Asian countries except the Middle Eastern region. It has also evolved in many counties with functional variation. But, the relationship of the Western and Arab world has been complicated ever since the era of Western imperialism. Many Arab countries have been in contact with English as one of the foreign languages for more than a century now, yet the language has failed to establish itself as a second language in the region.Oman is an exception. Though it was never a colony, its association with English is not very new. Despite the introduction of educational policy for English Language Teaching (ELT), such as: General Education system in 1970s and Basic Education System (BES) in 1999, that introduced English in early schooling years, and later a mandatory 6–12 months pre-university General Foundation Program (GFP) by Oman Accreditation Council (OAC) in 2007, that mainly focuses on functional variation of English, success to bring it into the mainstream has not been promising. Studies have criticised practices like teaching pedagogies, poor implementation of the policies, and exam-focused teaching as responsible for this failure (Al-Issa and Al Balushi, Educ Res Policy Pract 11: 141–176, 2012; Al Mahrooqi, Int Educ Stud 5(6): 263–271, 2012a; Siddiqui, J Teach Educ 2(2): 323–330, 2013) to name some. Nevertheless, it would be important to see the challenges posed by the attitude of local students and teachers toward English, to use English as an international language (EIL) or lingua franca (ELF). The state’s drive of Omanisation for the preservation of the region’s rich deep-rooted cultural-identity is not to be ignored as a catalyst either. This chapter would explore the background of the above issues in detail and present Omani adult’s and English teacher’s attitudes toward the functional variation of English in Oman, and its impact on their culture and traditions. A qualitative and quantitative research was conducted to gather responses of fifty-seven pre-university students and thirty-one teachers, through a written questionnaire. Following the analysis of the responses, recommendation along with pedagogical implications to address these challenges is made at the end." @default.
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• W3085290400 date "2020-01-01" @default.
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• W3085290400 title "Conflicting Interests: English Language Status, Function and Challenges in Oman" @default.
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• W3085290400 doi "https://doi.org/10.1007/978-3-030-52225-4_14" @default.
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