English language education

The monopoly of Western ideologies, theories and methods through English language education as well as the marginalization of Islamic values in English language learning materials has caused heated debates and controversies among Muslim TEFL scholars. In a descriptive and interpretive analysis, this study attempts to bring light to some theoretical issues pertained to language education and Islamic education in a historical mode hoping to pave the way for further exploration of Islamic heritage in English language education theory and practice. The study also calls for designing English literacy programs in light of the Islamic education theories and methods, and urges Muslim TEFL scholars to restructure English language education in a way that meets the demands of an Islamic education. Thus, it first looks at the roots where Islamic education has guided many intellectual movements including language education. Secondly, it reviews the colonial era in which western education has created a gap between the glorious Islamic past and through its language superiority. Then, it explores the awakening movements that call for reunion and return to our ‘true selves’ in education, in general and in language education, in particular. It is hoped that the present work may pave the way for further exploration of Islamic heritage in English language education theory and practice.

Despite widespread coverage of language policy in the literature, there has been scant research probing into English language education policy at tertiary levels in general and the higher education context of Iraqi Kurdistan in particular. The present qualitative study investigated EFL students' perceptions of English language education policy, current educational policies, and the purposes for learning in Kurdish contexts across genders and study fields. To this end, a version of Yang's (2012) questionnaire was adapted and administered to university EFL students majoring in soft and hard sciences (N=300, male 34%, female 67%) at two private and state universities in Iraqi Kurdistan. The statistical analysis of the obtained data revealed students' positive attitudes toward learning English as an international language in both soft and hard sciences. Notably, students stressed that all Iraqi Kurdish students should learn the English language in English- and Kurdish-medium classes. They also considered English competence as a significant academic accomplishment. However, some of them felt dissatisfied with the status quo of English education in their institutions. The findings of this study offer insights and recommendations for English education policymakers, administrators, and instructors at tertiary levels.