The history of English Language Teaching (ELT) has shown that this fast growing field is facing unprecedented challenges posed by the recent developments in the status of the English language as a world's leading language and the eventual change in the linguistic landscape. This paper provides an opportunity to examine the impact of the phenomenal spread of English in recent years and its eventual dominance in the international arena as seen in the practice of English Language Teaching (ELT) and learning, particularly in English as a Second Language (ESL)/English as Foreign Language (EFL) contexts. The paper reports the implications of the recent growth of English for crucial ELT practices and areas such as learner identity, code selection in classroom, teaching methods, syllabus design and material development. It draws on issues pertaining to English as a lingua franca theory in an attempt to address this debatable topic and consider the necessity of taking into consideration the emerging trends in ELT classrooms globally.

No abstract

English-Medium Instruction (EMI) is a rapidly growing global phenomenon in countries where English is a second or foreign language. This book focuses on empirical research studies conducted on this growing trend in the Middle East and North Africa, an under-researched area with regards to the effects and challenges of the implementation of EMI in higher education. The contributors are researchers with first-hand experience in countries in the region, including Iran, Kuwait, Morocco, Oman, Saudi Arabia, Sudan, and Turkey. Each chapter follows a consistent structure, allowing comparisons to be drawn between policies and practices in different countries. Topics covered include investigating perceptions and attitudes of both students and lecturers, opportunities and challenges afforded by EMI, as well as the evolution of EMI practices. By exploring these issues, through the lens of a decolonial critical approach, this volume informs theory underlying research into the phenomenon of EMI in the region.

This paper attempts to investigate English teachers' perceptions about the importance of writing for publication in English, and the challenges that they encounter. The subjects were 30 teachers from 3 departments in a public college in Oman. The instrument was a 3-question survey on difficulties and challenges in writing for publication in English faced by the tutors. The respondents' answers were analysed and classified. The results revealed two types of challenges identified initially: discursive (language-related) and non-discursive (non-language-related) challenges. A third challenge which has been termed others was discovered. The findings also highlighted the importance of the growing popularity of research activity by non-native English speakers in the non-English speaking countries.The study also suggested the key role higher education institutes should play in boosting research contributions by academic staff and curbing the problems of publishing in the English Language from a new standpoint. English, discursive and non-discursive challenges, prospects Keywords writing for publication in