Debate in the literature has been ongoing about whether to teach English language grammar explicitly, implicitly or integrate both approaches to achieve optimal learning. This research paper, hence, discusses this issue from an ideological perspective with a particular reference to the Omani English language teaching (ELT) education system. The paper triangulates data from various semi-structured interviews made with different agents involved in the Omani ELT education system, the pertinent literature, The Philosophy and Guidelines for the Omani English Language School Curriculum, which I will herewith refer to as the National English Language Policy/Plan (NELP), other policy texts and the English language national syllabus – Our World Through English (OWTE) Teacher’s Guide. The critical discussion revealed various contesting ideologies about teaching grammar in the Omani ELT system and the crucial role of teachers in the effective policy implementation or otherwise. The study has important implications for other similar contexts around the world.
Grammar, ELT, OWTE, NELP, Ideologies, Discourse, Qualitative, Collective/Multiple Case Study
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
Recommended APA Citation
Al-Issa, A. (2014). Constructing Grammar Instruction in the Omani ELT System: A Critical Literacy Perspective. The Qualitative Report, 19(52), 1-26. https://doi.org/10.46743/2160-3715/2014.1417