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The language planning situation in the Sultanate of Oman

Current issues in language planning, 2020-08, Vol.21 (4), p.347-414

Al-Issa, Ali S. M.

2020

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English language teaching reform in Sultanate of Oman : the case of theory and practice disparity

Educational research for policy and practice, 2012-06, Vol.11 (2), p.141-176

2012

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Qualities of the professional English language teacher educator: Implications for achieving quality and accountability

Cogent education, 2017-01, Vol.4 (1), p.1326652

2017

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Researching the uses of the english language in the law job market in the sultanate of oman: implications for policy-practice improvement

Educational research for policy and practice, 2014-02, Vol.13 (1), p.25-44

Al-Issa, Ali S. M.

2014

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A critical discourse analysis of the reasons underlying Arab student-teachers' inadequate English language proficiency

Cogent education, 2017-01, Vol.4 (1), p.1340821

2017

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The Implications of Implementing a `Flexible' Syllabus for ESL Policy in the Sultanate of Oman

RELC journal, 2007-08, Vol.38 (2), p.199-215

Al-Issa, Ali S.M.

2007

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Playing with the Language: Investigating the Role of Communicative Games in an Arab Language Teaching System

International journal of instruction, 2017-04, p.179-198

2017

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Making a Case for New Directions in English Language Teaching Research at an Omani University: A Critical Qualitative Content Analysis Report

Qualitative report, 2015-05, Vol.20 (5), p.560

Issa, Ali S.M. Al

2015

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The Implications of the Teacher Educator's Ideological Role for the English Language Teaching System in Oman

Teaching education (Columbia, S.C.), 2005-12, Vol.16 (4), p.337-348

Al-Issa, Ali S. M.

2005

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Meeting Students’ Expectations in an Arab ICLHE/EMI Context: Implications for ELT Education Policy and Practice

International journal of applied linguistics & English literature, 2017, Vol.6 (1), p.209

Al-Issa, Ali S.M.

2017

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The Implications of Expanding the Instruction Time for the English Language Teaching Policy Implementation in the Sultanate of Oman: A Qualitative Study

Critical inquiry in language studies, 2013-10, Vol.10 (4), p.311-333

Al-Issa, Ali S.M.

2013

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A Critical Examination of Motivation in the Omani English Language Education System

Journal of language teaching and research, 2014-03, Vol.5 (2), p.406

Al-Issa, Ali S.M.

2014

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Prospective Teachers Connecting through Innovation for Target Language Development

International journal of learning, 2013, Vol.18 (12), p.277-300

Al-Issa, Ali S. M.

2013

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Worldwide English Language Education Today: Ideologies, Policies and Practices

1, 2019

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Teachers Like To Play Too! (Games for English Teachers)

English Teacher: An International Journal, 2003, Vol.6 (2), p.206

Al-Issa, Ali S. M

2003

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Train Them to Summarise

Forum, 1998, Vol.36 (2)

Al-Issa, Ali S. M

1998

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Ideology in language policy and educational practice: An afterword

Worldwide English Language Education Today, 2020, Vol.1, p.135-145

1, 2020

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The English literature classroom as a site of ideological contestation

Worldwide English Language Education Today, 2020, Vol.1, p.35-52

1, 2020

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Whose English(es)?: Naming and boundary-drawing as language-ideological practices in the global English debate

Worldwide English Language Education Today, 2020, Vol.1, p.1-17

1, 2020

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Policies of English language teaching as part of the global "war of ideas"

Worldwide English Language Education Today, 2020, Vol.1, p.18-34

1, 2020

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Identity as/in language policy: Negotiating the bounds of equipping "global human resources" in Japanese university-level (language) education

Worldwide English Language Education Today, 2020, Vol.1, p.85-101

1, 2020

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The glotopolítica of English teaching to Latinx students in the US

Worldwide English Language Education Today, 2020, Vol.1, p.117-134

1, 2020

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Ideology and culture in EFL textbooks in the era of globalization in Turkey

Worldwide English Language Education Today, 2020, Vol.1, p.102-116

1, 2020

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"Make yourself look as White as possible!": Navigating privilege in English language teaching in South Korea; an autoethnography

Worldwide English Language Education Today, 2020, Vol.1, p.69-84

1, 2020

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Equal chances for all Namibians through English?: Language ideology and its consequences in the multilingual classroom

Worldwide English Language Education Today, 2020, Vol.1, p.53-68

1, 2020

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The language planning situation in the Sultanate of Oman

English language teaching reform in Sultanate of Oman : the case of theory and practice disparity

Qualities of the professional English language teacher educator: Implications for achieving quality and accountability

Researching the uses of the english language in the law job market in the sultanate of oman: implications for policy-practice improvement

A critical discourse analysis of the reasons underlying Arab student-teachers' inadequate English language proficiency

The Implications of Implementing a `Flexible' Syllabus for ESL Policy in the Sultanate of Oman

Playing with the Language: Investigating the Role of Communicative Games in an Arab Language Teaching System

Making a Case for New Directions in English Language Teaching Research at an Omani University: A Critical Qualitative Content Analysis Report

The Implications of the Teacher Educator's Ideological Role for the English Language Teaching System in Oman

Meeting Students’ Expectations in an Arab ICLHE/EMI Context: Implications for ELT Education Policy and Practice

The Implications of Expanding the Instruction Time for the English Language Teaching Policy Implementation in the Sultanate of Oman: A Qualitative Study

A Critical Examination of Motivation in the Omani English Language Education System

Prospective Teachers Connecting through Innovation for Target Language Development

Worldwide English Language Education Today: Ideologies, Policies and Practices

Teachers Like To Play Too! (Games for English Teachers)

Train Them to Summarise

Ideology in language policy and educational practice: An afterword

The English literature classroom as a site of ideological contestation

Whose English(es)?: Naming and boundary-drawing as language-ideological practices in the global English debate

Policies of English language teaching as part of the global "war of ideas"

Identity as/in language policy: Negotiating the bounds of equipping "global human resources" in Japanese university-level (language) education

The glotopolítica of English teaching to Latinx students in the US

Ideology and culture in EFL textbooks in the era of globalization in Turkey

"Make yourself look as White as possible!": Navigating privilege in English language teaching in South Korea; an autoethnography

Equal chances for all Namibians through English?: Language ideology and its consequences in the multilingual classroom

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