THE ALIGNMENT OF THE OMANI EFL READING CURRICULUM WITH THE COMMUNICATIVE APPROACH: LEARNER'S AND TEACHER'S ROLE ANALYSIS

Abstract

This paper aims to investigate the alignment of the Omani English language curriculum with the communicative approach as indicated by the instructional approaches reflected in the Omani EFL reading curriculum for the second language (L2) reading. The alignment is examined by determining the types of Learner roles reflected in the Omani EFL Grade Twelfth reading curriculum and the types of teacher roles reflected in the Omani EFL Grade Twelfth reading curriculum. Two main questions arise here. Which are "What types of learner roles are implemented in the Omani EFL Grade Twelfth reading curriculum?" another question is "What types of teacher roles are reflected in the Omani EFL Grade Twelfth reading curriculum?" This data was gathered by analyzing the reading task statements extracted from the Engage with English (EWE) Curriculum Specifications Document, the Engage with English textbook, and classroom observations in selected schools. Then the researcher adopted the method analysis in Richards & Rodgers and Sidek's model. The most important result is that the analysis of the first question shows that most of the reading-related activities in EFL reading curriculum documents were planned as individual tasks (69.9%) more than as pair/group tasks (30.0%). Moreover, in terms of the pattern of the teacher role, the reading-related statements in the EFL teachers' book (68.6% and 76.6%, respectively) were planned to be moderate and director in nature. In comparison (34.2% and 23.4%), the reading-related statements in the EFL teachers' book were designed to be a catalyst.