Strength for Today and Bright Hope for Tomorrow

Volume 10 : 9 September 2010
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         K. Karunakaran, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.



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ELT in Libyan Universities - A Pragmatic Approach

S. Rajendran, Ph.D.


Teaching English language and literature is an uphill task in Libyan universities. Not only are the students first generation learners but they have also been affected by the pull of their mother tongue and special writing style. The experience of a foreign teacher in the universities of Libya is challenging and enriching as well. Lack of interest and motivation and competitive spirit on the part of students, non-availabity of study materials, books, journals and news papers, absence of scholarly ambience and some of the blocks which hinder the process of learning the English language.

However, there are also special attributes found in them such as their amazing memory power, communicative English, their eagerness to listen to stories their sense of humour, etc.

Teaching English could be a rewarding experience in Libya if the teacher is imbibed with understanding, appreciation, encouragement and the skills for using appropriate, pragmatic teaching strategies so that the inherent talents of students could be brought out and enhanced. Hence, this paper focuses on the pragmatic approach to the teaching English to the Libyan students at the university level.

English in Libya

In Libya, English language skills are now recognized as indispensable not only in schools and universities but also in the armed forces. Ian Black (2007) reports: "After years when foreign language teaching was banned, Libyans are now queuing up to learning English."

English is a compulsory subject from the 5th grade of elementary school in Libya. There is a great desire amongst young professionals in Libya for developing English language skills for their betterment and favorable placement in the competitive global world. In short, the need for learning English is intensely felt for the social and economic development and for the advancement in the field of science and technology in the country.

Difficulties in Teaching English in Libya

But teaching English in the Libyan universities is a Herculean task. Except in the language class, students find no opportunity to learn or use English anywhere. Not even name boards of shops, hospitals, banks etc., are written in English.

Invariably Arabic is used everywhere. It is surprising to note that the university students fail to understand the meanings of even the commonly used English words like 'post office', 'money', 'street', etc., The complete lack of exposure to English of the students makes even more the task difficult to the teachers. Students seem to have no idea of proper sentence structure in English. They do not know the correct spellings and grammatical rules.

As Arabic is a stressed language like English, students use stress in speaking English but stress in the wrong syllables making their English unintelligible. The students seem to be less motivated and uninterested in English language classes. Still as a silver lining in a cloud, the Libyan students have excellent memory, interest in humour, communicative language and stories. The students seem to have no reading habit. This may be due to the absence of news papers, weeklies, monthlies and journals in English.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Right to Education and Languages in India - Part I | An Application of Skills Integration in Language Teaching | Official Ways to Subjugate Languages - School Setting as a Cause of Pahari Dhundi-Kairali Decline | Speech Identification Scores in Children With Bimodal Hearing | Continuous Professional Development - An Issue in Tertiary Education in Bangladesh | Teaching the Extra - Essentiality of Bringing Eclecticism into Classroom | Effective Teaching of English: A CLT Perspective for Haryana | ELT in Libyan Universities - A Pragmatic Approach | Behavioural Problems of Secondary School Students - A Pakistani Scene | Selection Procedure for English Language Teachers' Professional Development Courses of HEC Pakistan - A Case Study | Cohesion and Coherence in the novel The Portrait of a Lady by Henry James | A Review of A. R. Kidwai 2009: Literary Orientalism: a companion | Dravidian Ideologue Kanimozhi and Her Language | Extensive Reading and Reading Strategies: A Try-Out | Trends in Language Shift and Maintenance in the Eranad Dialect of Malayalam | Interdependence of Law and Literature in Shakespeare's and Charles Dickens's Writings - A Reflection | The Interaction between Bilingualism, Educational and Social Factors and Foreign Language Leaning in Iran | Code Switching in Kailasam's Play - Poli Kitty | Morph-Synthesizer for Oriya Language Computational Approach | Question Formation in Pahari | Language in Politics of Recognition: A Case of the Nepali Language in the Creation of Political Identity of the Nepalis in Darjeeling | Technology Note - Creating Parallel Test Items with Microsoft Excel | Politeness Strategies Across Cultures | Bridge between East and West - Iqbal and Goethe | Syntactic Errors Made by Science Students at the Graduate Level in Pakistan - Causes and Remedies | Prospective Teachers of English in India: A Perspective | Reported Perceptions and Practices of English Language Teachers at Secondary Level in Pakistan | A PRINT VERSION OF ALL THE PAPERS OF SEPTEMBER, 2010 ISSUE IN BOOK FORMAT. | HOME PAGE of September 2010 Issue | HOME PAGE | CONTACT EDITOR

S. Rajendran, Ph.D.
Govt. Degree College
Andhra Pradesh, India

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