This edited volume provides a comprehensive and detailed insight into the Teaching of English as a Second Language (TESOL) in the United Arab Emirates (UAE). It describes a variety of challenges that native speakers of Arabic face when learning the English language and presents contemporary teaching strategies for supporting them. The book provides analyses of TESOL syllabi and policies currently adopted in the UAE's K-12 education sector, addressing strengths and areas which can be improved. The book also includes a critical discussion about the difficulties of implementing Western-based TESOL methodologies in a Middle Eastern context, from the perspectives of real-world practitioners. By presenting a combination of research-based and theory-based chapters, this book is a great resource to TESOL-related graduate students, teachers-in-training, educational leaders and policy makers in the UAE and beyond.

Contains a reflective discussion about TESOL policies in the UAE Reviews the use of contemporary EFL/ESL teaching methods Addresses the challenges of being an English-Arabic bilingual child

Autorentext

Dr Tendai Charles, holds a BEng in Computing, an MA in Applied Linguistics & TESOL, and a PhD in Education from Russell Group universities. He has extensive teaching experience at leading universities in the UK and Middle East and North Africa region. His research interests, academic publications, and public lectures are all focused on topics pertaining to second language acquisition and digital education.

Dr Emad A. S. Abu-Ayyash is an Associate Professor of TESOL. He achieved a PhD in Education (TESOL) from the British University in Dubai, United Arab Emirates in 2016; an MA in Translation and a BA in English Literature & Linguistics from Yarmouk University, Jordan. His research interests and publications include discourse analysis, teaching and learning, translation, assessment, online education and TESOL.

Klappentext

This edited volume provides a comprehensive and detailed insight into the Teaching of English as a Second Language (TESOL) in the United Arab Emirates (UAE). It describes a variety of challenges that native speakers of Arabic face when learning the English language and presents contemporary teaching strategies for supporting them. The book provides analyses of TESOL syllabi and policies currently adopted in the UAE's K-12 education sector, addressing strengths and areas which can be improved. The book also includes a critical discussion about the difficulties of implementing Western-based TESOL methodologies in a Middle Eastern context, from the perspectives of real-world practitioners. By presenting a combination of research-based and theory-based chapters, this book is a great resource to TESOL-related graduate students, teachers-in-training, educational leaders and policy makers in the UAE and beyond.

Inhalt

1. Game-based learning and L2 grammar acquisition.- 2. Teaching the skill of reading.- 3. Bilingualism and policy in the UAE a case study. 4. The effect of motivation on second language acquisition.- 5. Investigating violated maxims in Dubai schools.- 6: Considering morphology and pragmatics in classroom interaction.- 7. Can ESL students use perfect tenses perfectly.- 8. Language policy from theory to practice in the UAE.- 9. Bilingualism and policy in the UAE a case study.- 10. A critical review of a task-based syllabus.- 11. Reflective Practice and the professional development of TESOL instructors.- 12. Game-based learning and L2 grammar acquisition.- 13. Teaching the skill of reading.- 14. Bilingualism and policy in the UAE a case study.