This case study will examine the overarching approaches to second language (L2) reading instruction reflected in the Libyan ESP secondary three curriculum and how well this curriculum prepares students for tertiary reading in the ESP field. The Libyan context was chosen because it highly values ESP instruction and has many similarities with other English for specific purposes (ESP) countries, in terms of ESP reading issues at the tertiary level. The research questions for this study are divided into two parts as follow: the first part is to examine the alignment of Communicative Approach with the Libyan ESP Secondary 3 Reading Curriculum; the second part is to examine the extent to which the Libyan ESP Secondary 3 Reading Curriculum prepares secondary school students for Reading in English for Economics Academic Programs at the university level. This explorative study will use document reviews as the primary data collection and analysis method. The Libyan ESP Secondary three Curriculum and the ESP secondary textbook will be analyzed using Sidek’s (2010) revised model of Richards and Rodgers’s (2001) framework for analyzing EFL teaching.
Harison Mohd. Sidek, Universiti Sains Islam Malaysia, Malaysia
Hisham Daw Emsilakh, Universiti Sains Islam Malaysia, Malaysia
Stream: Language education
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