Incorporating Intercultural Research into ELL/ELT in Oman

Abstract

Separated from the general paradigm of linguistic education by its volume and significance, ELT is widely recognized as a discipline with two traditional research spheres: the contents and the methodology. A policy aspect in many countries and regions is considered to be a meta-context for ELT, while in those nations where English is practically the only foreign language, it is identified as the relationship of L1 and L2 calling forth a sharper contrast within the context of language power and control. Oman faces the paradoxical situation of having both the need for, and resistance toward, English. This analytical chapter proposes an intercultural research perspective of three aspects – cognitive, communicative, and cultural – of not only teaching but also of learning as a process and consequence of cultural and historical premises. English language learning and teaching (ELL/ELT) research is proposed as an option to disperse and balance the potential conflict through the multilateral extension of research contents into its psycholinguistic depth and corresponding methodologies. The proposed outline of the principles of ELL/ELT research aims at providing language policymakers and curriculum developers with a conceptual basis for systematic content and methodology approach.