As an Insider, Researching English Language Teaching in Oman, You Need to Be Reflexive

A Response to Al-Issa (2019)

Bibliographic Data

ID20501905
AuthorsMark Wyatt (0000-0001-8647-8280, Khalifa University of Science and Technology, corresponding author), Donald Sargeant (Ministry of Education)
Year2021
Volume28
Issue3
Pages327-340
Publication date2021-07-03
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueChanging English (JOURNAL)
Journal identifiersISSN: 1358-684X • E-ISSN: 1469-3585
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/1358684x.2020.1815520
OpenAlexW3179500407
LanguageEN
Citations received2
References cited15

Nurturing critically engaged and reflective English language teachers is vital if the educational systems they work in are to change dynamically in response to learners’ evolving needs. Given that criticality involves constant reflexive questioning of both public discourse and one’s own beliefs and assumptions, teacher educators have a responsibility to model criticality in their own practices, through challenging their own thinking as well as the thinking of their mentees. This consideration is at the heart of our response to an article published recently in the journal Changing English. The article in question powerfully advocates criticality in respect of English language teaching in Oman, but the research it is based on appears to lack critical reflexivity in some respects. After dissecting this issue, we offer some concluding thoughts

English language · Epistemology · Insider · Mathematics education · Pedagogy · Reflexivity · Social science · Sociology · Education and Critical Thinking Development · EFL/ESL Teaching and Learning · Engineering · Psychology · Second Language Learning and Teaching

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