Linguistics For Language Teachers


Linguistics for English Language Teachers in the Arab World

Nowadays, English is taught all over the world. English language teachers come from different countries and share the knowledge of English as a common prerequisite. Even though English teachers may be native speakers, near native, or simply advanced learners with a tertiary degree, they all face a number of common challenges. One such challenge is the cultural and linguistic backgrounds of the learners. An American language teacher found with a group of Saudi learners will probably face different challenges from his colleague with a group of Korean learners. The difficult sounds which Arab learners typically face, for instance, are not the same as those faced by Koreans.

This book targets English language teachers in Arabic speaking societies. It focuses on most peculiarities, subtleties, and linguistic backgrounds of such learners which inform the English teacher. In other words, the chapters of the book will provide input relevant to Arab learners’ sociocultural and linguistic peculiarities. Such peculiarities are quite diverse and range from most trivial to most complex aspects of language learning.


If you were to share your experience with novice teachers of Arab students, what would you advise them? Which issues you believe linguistics should address to better prepare such teachers?


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