RESEARCH PROPOSAL Title of Research:
CURRICULUM DEVELOPMENT FOR TEACHING ENGLISH FOR ISLAMIC STUDIES TO ARABIC MEDIUM STUDENTS Duration of research:
January 2017 - December 2017 Purpose of research:
POSTGRADUATE STUDY MA EDUCATION, UBD
Name of Researcher:
Liza Mariah Hj Azahari Assistant Lecturer English Language Section Centre for Promotion of Knowledge and Language Learning Sultan Sharif Ali Islamic University Brunei Darussalam e-mail:
[email protected]
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Table of Contents INTRODUCTION ...................................................................................................................................... 3 BACKGROUND ........................................................................................................................................ 4 LITERATURE REVIEW .............................................................................................................................. 4 RESEARCH ANALYSIS ............................................................................................................................ 10 Research Objective ........................................................................................................................... 10 Research Questions ...................................................................................................................... 11 Research Problems............................................................................................................................ 11 Research Hypothesis ..................................................................................................................... 11 SCOPE OF RESEARCH ............................................................................................................................ 12 SIGNIFICANCE OF RESEARCH................................................................................................................ 12 METHODOLOGY.................................................................................................................................... 14 LIMITATIONS OF RESEARCH ................................................................................................................. 16 EXPECTED OUTCOME ........................................................................................................................... 17 STRUCTURE OF RESEARCH ................................................................................................................... 17 RESEARCH MILESTONES ....................................................................................................................... 18 REFERENCES .......................................................................................................................................... 19
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INTRODUCTION The study will focus on the development of a curriculum for teaching English Language for a specific purpose, namely Islamic Studies. It will look into the required components of Teaching English for Specific Purposes (ESP) and it‟s characteristics in curriculum development and the common issues faced in devising a comprehensive curriculum to meet the needs of the 21st century. It will further investigate the curriculum of Islamic Studies provided in Brunei Darussalam with some background into the general knowledge of Islamic Studies from different context, namely United Kingdom. From past investigations, the researcher has not come across a curriculum which has been taught as such in other institutions which clarifies a suitable curriculum for English as a second language to meet the needs of students taking Islamic Studies as their major subject. Certainly in Brunei, it is a new aspect and a unique course. This study hopes to endeavor a deeper research in the topic and hopefully create an innovative new prospect for the mentioned course. It aims to gather as much information as possible from both the context of Brunei Darussalam as well as United Kingdom, on relative topics to be included within the curriculum to provide both a beneficial as well as stimulating way of learning English as a second language in relation to Islamic Studies.
BACKGROUND 3
Islamic Studies in Sultan Sharif Ali Islamic University, Brunei Darussalam is taught as a Higher National Diploma as a fundamental introduction to various principles of Islam which cover Usuluddin, Shari'ah, Arabic Studies, Islamic History and Civilization as well as language studies including both Arabic and English. Therefore, Islamic Studies in this context will cover these main areas of disciplines which will play different themes within the acquisition of general Islamic Knowledge. English for Islamic Studies is currently being offered at UNISSA. It is offered for a period of two semesters for students who are taking Higher National Diploma (HND) Programme and it is given in two parts. With reference to UNISSA‟s course outline they are: Part 1 contains a reading and dictation component and aims to introduce students to the basic concepts of English Language structure and use in Islamic Studies, to build their vocabulary reservoir from an Islamic context, develop active reading skills, and deal with simple sentence patterns for speaking; Part 2 is a continuation of the first part and aims to give them further insight into English grammar, deeper lexical exploration on Islamic related vocabulary derived from genuine Islamic texts, generate and organize ideas, to write cohesive and coherent paragraphs and short essays particularly related to Islamic Studies. Both parts offer all four skills namely speaking, listening, reading and writing. The course is a bridging course which will enable them to proceed to the next level and be at par with the level of proficiency of degree students in the area of English Language. However, the course has only recently been proposed in the year 2012, therefore it requires much more research in terms of qualified curriculum development as well as research into the tactics of teaching English for specific purposes specifically as a second/ foreign language.
LITERATURE REVIEW The role of the English Language is seen as being more and more important as a universal language in which people from different countries and cultures use this language in order to form a common means of communication. According to Kennedy, C & Bolitho (1984), English is used as a medium of communication in business, government and education whereas in the case of the latter it plays a more restricted role as a subject on the school curriculum and as a medium providing access to technology and science, often through the collaboration with British and American experts stationed locally.
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Islamic Studies is also an important and universal subject since Islam is a fast growing global religion, therefore similarly it should be taught in a universal manner, namely in a language understood by a large population of people. The spread of Islamic knowledge is particularly important in this aspect. Thus, an English course specifically related to Islamic Studies can help students who learn Islamic Studies to communicate or disseminate their knowledge to English Language speakers, particularly those who are non-Muslims. Professor Reima Al-Jarf from King Saud University who has had experience in teaching English for Islamic Studies at King Saud University has managed to highlight some issues faced in the course during a Reading Matric Conference held in September 2005. According to Professor Reima Al-Jarf (2005), there are a number of issues which are faced in designing English for Specific Purposes, particularly English for Islamic Studies Courses. Among some of the issues identified are the reading component, the vocabulary component and the translation component. For instance in the reading component, she identified that the course objectives and skills as well as sub-skills must be specified, mainly looking at specific skills in reading Islamic texts and that these texts should increase in length and difficulty, texts should be selected from different resources with different organizational structures containing concrete ideas with sufficient details. There should be a variety of expository texts and narrative texts In addition, she adds that reading themes should cover local themes from Quran, sayings of the prophet, biographies, status of women in Islam etc. These texts need to have sufficient gradation in length and difficulty, sufficient details, cohesive and coherent, conforming to the stylistic features and register of English Islamic texts. Comprehension questions must focus on literal comprehension questions with practice in the skill of inferencing where the students are able to match the words of the question to the answer by understanding the meaning of the text itself. Therefore, according to Professor Reima (2005), the design and structure of this course, English for Islamic Studies will need to take into account several factors including discourse structure, stylistic features, register and specific reading and vocabulary skills. This design and structure will need to have a needs assessment and statement of course objective in order to overcome the above mentioned issues.
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Another component within the syllabus is translation mentioned by Professor Reima (2005). She states that translation skills need to be taught to students. *This is further highlighted by Ismail Al-Faruqi (1986) who has stated that several distortions exists through the translations of Arabic to English words vice versa. These distortions include many Arabic words are not translatable to English. For example; the word salah, which is often translated as “prayer” when in fact he states that the word “prayer” is any communication with whatever is taken to be one‟s god and it can also correspond to the meaning of du’a. When certain distortions occur, it is suggested that transliteration is to be used. Therefore this may create ambiguity for the student who is required to translate Arabic texts into English texts. They need to be taught specific skills in translation and transliteration. With reference to Kristen Gatehouse (1999), an ESP course developer, a course such as English for Islamic Studies would be categorized as an English for Specific Purposes course in which it offers English as a course with both absolute as well as variable characteristics. These include: to meet the specific needs of the learner; to make use of the underlying methodology and activities of the discipline it serves; to focus on the language (grammar, lexis, register), skills discourse and genres appropriate to these activities. Another ESP author, Kennedy, C & Bolitho (1984) states that there are many factors that educators need to take into account when introducing a new ESP course, which include the role of English Language within the institution, the resource and administrative constraints of the course, the variables of the learner and the linguistic aspects such as the type of language being taught and the activities given therein. Another example mentioned by him which particularly relates to the students in UNISSA is that: as a second or foreign language, the study of English may have to compete, in terms of time and commitment from the other students, with other subjects in which they major in. A further important variable, when considering the variety of language to be taught, is the role and status of the participants. Other factors of consideration include variety in language usage, register, language specialization, and its common core. Robinson, Pauline. C & Candin, Christopher (1991: 11), states that the principles of data selection include the student‟s needs to be expressed in terms of language items which must then be taught. Investigation will focus on the skills and sub-skills which are employed in certain study situations. Such skills may include the four core skills of English and other skills mentioned earlier such as translation skills. 6
Apart from needs analysis, more research is yet needed in the methodologies or strategies and tactics used to motivate second language learners due to the fact that they have other language commitments such as Arabic Language and so on. Therefore, advice must be sought from a specialized and proficient curriculum language developer in order to gain some insight as to how to solve this problem. Firstly there has emerged a strong pressure for Service English outside the educational contexts, particularly for purposes of commercial negotiation. Secondly there has been a growth in organization-based language training. Furthermore, one of the key elements in „second-wave‟ approaches has been the reconsideration of the need to be more content-specific in materials and activities, and subsequently to work towards a relationship between the language work and the context which it is designed to serve that is either essentially methodological and/or based on a more „abstract‟ view of content (Hilary and James Scott, 1984; Crocker and Swales 1984). The following shows a flowchart designed by Warka Barmada (1983) in a diagrammatic summary of the small numbers of well-qualified national staff in Arab countries.
PROBLEM LACK of WELL QUALIFIED NATIONAL STAFF AND MEMBERS
REASON
EXPLICIT
LACK OF FUTURE PROSPECTS
NO CAREER OPPORTUNITIES
IMPLICIT CAREER OPPORTUNITY BUT DOES NOT OFFER DESIRED ACADEMIC RESPECTABILITY
REASON CENTRE DOES NOT OFFER A DEGREE
REASON CENTRE WITHOUT ACADEMIC STATUS
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Barmada‟s flowchart characterizes the problem that it is not the creation of useful ESP programmes that is our main worry, but their maintenance and in some cases their survival. According to John Swales, the long term future of high quality service English operations will only be answered by grafting onto them appropriate and related teacher-training activities, particularly for post graduates. Swales further denotes that there is every reason to believe that ESP practitioners make good specialized teacher-trainers because their experience in course development and methodology allows them to create programmes that are designed „from the inside‟. ESL research has also indicated that the choice of materials should also reflect the need to reduce the anxiety involved in the learning process (Krashen, 1987, 1988) As such there is a critical need for learning materials which are appealing to the cognitive domain (appeals to both right and left sides of the brain) and are interesting and stimulating without raising the anxiety level which would impede the learning process.
COURSES DESIGNED FOR PARTICULAR GROUPS OF PEOPLE
RESEARCH INPUT •TARGET SITUATION RESEARCH (Communication Needs) •MEANS ANALYSIS (Research into learning situation) •CLASSROOM CULTURE RESEARCH
LEARNING CENTRED
ESP
RESEARCH INPUT: SUBJECT/ LANGUAGE BASED ANALYSIS OF TARGET SITUATION
TRADITIONAL
COURSE MADE UP OF EASILY DIGESTIBLE BREAKDOWN OF TEXTS
TEXT-BASED - BASED ON DISCOURSE NEEDS OF PARTICIPANTS' DISCIPLINE
LEARNING OBJECTIVES - MASTERY OF TEXTS
Figure above shows the distinction between ‘traditional’ ESP and a ‘learner-centred’ form taken from Adrian Holliday (1982)
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Hutchinson and Waters (1983) say that the learning centre implies taking into account the needs and expectation of all parties involved in the learning situation, i.e; all the parties that make up the social dynamics of the classroom and the wider social milieu that affects what happens in the classroom backed by the traditions and attitudes which motivate them. According to the graph, it necessitates research in two areas namely mastering the discourse of target situation as well as Means Analysis which is focused on looking into the classroom culture. In terms of classroom culture, Islamic cultural elements need to be selected for the course being researched: English for Islamic Studies. Mohammad Ismail Ahmad Shah & Isaraji Sarudin (2013) contend that instead of dismissing ELT materials for their cultural biases, we deal effectively with ideological conflict by an application of Islam‟s dynamic counter-culture to manage such texts. This involves standard academic discussions of what factors should determine the choice of proper ELT materials as well as provide insights about how Islam would enable us to transform and reframe negativity for the purpose of achieving meaningful, even spiritual learning outcomes. In addition, a multicultural approach in the context of ESL will serve to overcome self-imposed cultural limitations of students and students‟ identification and narcissistic love of one‟s own culture and ethnicity. This will replace it with a nonsectarian universal faith as found in Islam. In terms of mastering the discourse of a target situation, Mohammad Ismail Ahmad Shah & Isaraji Sarudin (2013) suggests that students can research Islamic perspectives about polygamy as an example to a topic of discourse. For example, students can explain why it is permissible under certain circumstances and why in comparison, prostitution is forbidden in Islam. Controversial themes such as wine drinking and prostitution can be a realistic examination of moral and societal degeneration in the context of mature students. Thus, the use of relevant reading and lesson materials provides students with the opportunity to practice language communication skills together with critical thinking. A recent publication on English for Islamic Studies written and compiled by Bedri, Amna & Mc Garry, Fiona & Waterman, Tony (2013) has successfully developed and published a Course book and Teacher‟s book outlining a syllabus for the said course which include key vocabulary for different aspects of Islamic studies as well as words and phrases commonly used in academic English. The book has developed a well-structured syllabus including the four core skills and helps to develop transferable skills and strategies for both university student as well as teacher. However, the book has a limited audience and caters for Englishmedium students who have a proficiency level of IELTS 4.0 - 6.5. This course has potential 9
to expand to different levels of proficiency and reach a much wider audience due to its need and importance for students taking Islamic Studies. To conclude, this research hopes to develop a revised curriculum for the said course which can be used by Arabic medium students or students who are learning English as a second language.
RESEARCH ANALYSIS Research Objectives
To design a compilation of suitable material to meet the needs of the course.
To investigate methodologies in teaching translation skills for the course by using Quran and hadith or other relevant Islamic materials.
To investigate how the language can be taught practically to meet the cultural and background needs of the students.
Research Questions The study will focus on trying to answer among some of the following questions regarding the curriculum for English for Islamic Studies: 1. What materials can be used to teach English for Islamic Studies suitable to meet the needs of UNISSA students in the context of Brunei Darussalam? 2. How can translation skills be taught to students by using Quran or hadith to specifically meet the needs of HND students in UNISSA? 3. How can the English lecturer motivate students through the course by relating it to their cultural background as well as level of proficiency?
Research Problem
There exists a lack of relevant resources for the specialization of the course to master the four core skills of English
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Difficulty in teaching Quran translations to students due to the fact that some terms/ words within the Quran cannot be accurately translated into English. ESL students also find Quran translations quite difficult to understand.
ESL students taking the course lack motivation in learning English as a third/ foreign language
Some of the students may have different levels of proficiency in the language
Research Hypothesis •
More effective teaching and learning of the course if suitable materials for the four core skills of English language were compiled into a designated coursebook for the course.
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Students are more motivated to learn English if it was taught for a specific purpose which is related to their field of knowledge and Islamic background using innovative methods of teaching.
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Students are highly likely to practice the language after taking the course
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Students will be able to translate their Islamic Knowledge to English which will be fruitful for their future career.
SCOPE OF RESEARCH The research scope covers: English as a second language (ESL) as a variable to the study. This constitutes a specific area of study in the field of English language especially catered for students whose first language is not English or students who are non-English medium students. Curriculum Development is the setting of the research. The research will conduct a needs analysis/ assessment for the purpose of developing a suitable curriculum for the subject. English for Islamic Studies (EIS) is the subject to be researched. It is a course provided at UNISSA under the diploma program. HND Dirasat Islamiyah stands for the Higher National Diploma in Islamic Studies provided under the Centre for Promotion of Knowledge and Languages, UNISSA. 11
Universiti Islam Sultan Sharif Ali (UNISSA) is the setting or main location of the research to be conducted. English for Specific Purposes (ESP) is the concept of developing a curriculum for English Language in a specialized area of study, in this sense Islamic Studies.
SIGNIFICANCE OF THE RESEARCH The justification for this research is to try to solve the above mentioned research problems which can further be elaborated below: 1. Lecturers of English language lack relevant resources for the specialization of the course The current resources being used are taken from the workbook written by Amna Bedri and Fiona McGarry. This is the only book published recently in 2013 which provides a syllabus basis for the course, providing activities and exercises which cater for the four core skills in English. However, after use, we have found that the book itself is catered for IELTS 6.5 student level which is too advanced for the targeted group of students. The workbook is suitable to be used for degree students. As yet, there are no existing workbooks or coursebooks specifically for English for Islamic Studies at the HND level. The coursebook also has to be designed to meet the needs of ESL/ EFL students or in the context of UNISSA, Arabic Medium students. Therefore, simpler content is required. Another problem is the content of book, which requires sound content namely Islamic principles conforming to the beliefs of Islam in Brunei which is the Ahli Sunnah Wal Jamaah. Therefore, we have found that some of the content may not be suitable or appropriate for our context as the book hails from Iran.
2. The problem with Quran translations Quran has also been one important resource which I have tried to accommodate into the course. The use of Quran translation is seen as both appropriate, suitable for all Islamic contexts as it is the main book of guidance, as well as a basis in the knowledge of Islam. However, that too has posed an issue. After much trial and research, the researcher observed that students found the translated language in the Quran using the author of Abdullah Yusuf Ali as both classical and difficult to understand especially for the students who are taking HND at UNISSA. There have also been controversies in the translations of certain words in the Quran which cannot be accurately translated to English, thus creating inconsistencies in the true meaning of the Quran. This may or may not be an issue as the use of Quran translations have been used widely and prevalently, 12
especially for groups of Muslims who do not understand Arabic. However, it is hoped that proper translation skills may be taught to the students to avoid confusion and controversy for their future knowledge.
3. Some students generally lack motivation in learning English as a second/ foreign language After observation, the researcher notes that students taking the HND course English for Islamic Studies have a lower level of motivation and feel that English is unnecessary. They have entered UNISSA at a lower level compared to their friends and are required to follow the course for an extra 1 year in order to catch up with the degree students. Therefore, they expect less academic learning and prefer a lighter mode to learning English which differ from degree students. Therefore, more research is necessary to innovate new ways of teaching this unique course to the students in a more invigorating way. 4. There exists a disparity in the level of proficiency of the students taking the course. Another problem encountered while teaching the course was when In-service training students were introduced into the program. Students enrolling into the course are diverse and may come from different backgrounds which will cause a disparity in the level of language proficiency. This may indirectly affect their motivation to learn the language as the weaker students may feel overchallenged and despondent to learn the language which in turn relates to the third research problem mentioned above. This problem does not only exist in the HND program but has also been as issue with the degree students. Even though they are mostly from the same background, there will exist this disparity in proficiency. The issue is further enhanced when International students join the course which has made curriculum development much more of a challenge than before. Therefore, more research needs to be considered in tackling this problem for both HND and degree level students at UNISSA. Finally, the background of these students has to be taken into consideration. Most students in Brunei Darussalam learn Islamic studies from Islamic Religious School (Ugama School) and from the curriculum taught in mainstream schools from the very beginning of their education. However, the curriculum has always been taught in Malay (Jawi) format, therefore, they lack or have limited knowledge of Islamic English vocabulary which is also important for the dissemination of Islamic Knowledge. It is important as a form of dakwah or propagation to non-Muslims or the Muallaf (the converts to Islam). Therefore, the importance of this course may be highlighted thus.
METHODOLOGY 13
The method of research will include quantitative as well as qualitative approaches to data collection in order to conduct needs analysis of the different factors required for developing the curriculum. The Research Questions given are conducted under the inquiry mode of this research which will be conducted in an unstructured approach in which the researcher will try to explore the nature of the problem and approach it through indirect inquiries including asking the opinions from the sample groups to answer the research problem statement. An unstructured approach to inquiry mode will try to investigate what the sample group thinks about the usefulness of this course for the student's future career as well as what areas they think it is useful and why. These are the type of questions which will be investigated by the researcher regarding the curriculum of the course. The study will investigate the above research questions using quantitative as well as qualitative. According to research expert Kumar, R (2005), this type of study would describe a situation, phenomenon or problem or event; the information is gathered through the use of variables measured nominal or ordinal scales (qualitative measurement scales); and if analysis is done to establish the variation in the situation, phenomenon or problem without quantifying it. In this sense, the variable in the study are the students, the setting is curriculum development and the subject is the course (English for Islamic Studies). In order to investigate the problems highlighted above, the following modes of research will be carried out: 3.1 Quantitative data The concept of sampling approach will be used based upon the information obtained from one or more individuals/groups to describe the situation and to explore the diversity among these samples until a saturation point is reached in which case the researcher has explored as much types of vital information regarding the research topic as needed. The sampling approach used will be in the form of non-probability sampling in which the researcher will use purposive sampling which will focus on students who will likely take the course at UNISSA. This sample of students will be potential and actual students enrolling in UNISSA under the Higher National Diploma for the Islamic Studies program. These include students with Arabic background or Arabic medium students who have scored a grade below the requirement for degree level at UNISSA. Any other student with this criteria can be 14
considered for the sample population of the study. The sample size will include the 17 existing students who have already enrolled at UNISSA under the program as well as other students fulfilling the criteria whom the lecturer can gain feedback from. There is no set limit to the sample population. The purpose of this data collection is for a needs assessment of the ESP course. Questionnaires will be distributed investigating the objective and subjective needs of students. The students will be selected from HND level as well as Degree Level. The purpose is to combine the needs of both groups because the HND students will be combined with the degree students when they finish this course. Therefore, in order to assess their needs so that the needs of both groups match, samples from both groups are taken. This assessment will graph the student's needs according to their objective and subjective needs by using computer analysis such as SPSS. 3.2 Qualitative data Data collection from UNISSA Lecturers teaching courses under Dirasat Islamiyyah (HND Islamic Studies). This data will be qualitative and it will be comprised of interviews of a selected sample of 3 lecturers from different areas of study including Shariah, Usuluddin and Arabic Language etc. The justification for this interview will be to synchronize the content of the English curriculum with the content of other disciplines so that the student can apply the language in their respective branches of knowledge. For example, a student taking Shariah will learn language skills and vocabulary relating to Shariah. 3.2 Observation The researcher may also opt to observe ESP experts in teaching English as a foreign language or for specific purposes, especially if the expert is teaching a course which is related to the curriculum of English for Islamic Purposes or Islamic Studies.
LIMITATIONS OF THE STUDY
Limitation in methodology may include researcher/interviewer bias and informants from differing backgrounds. Ability to gain valuable and relevant information will depend on the level of interaction of the researcher with informants involved.
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Limitation in sample size: the sample population of students applying for the course are limited and small which may require the researcher to expand the sample not limiting to one location but exploring a different context at the same time. This can be used for comparative purposes.
Time limitation: the researcher may also experience a time limit of less than one year to gather and compile the information to form a conclusion in terms of the needs assessment. Pre-research will be done and the researcher may also request for extension of the research duration.
Resource variable of study: researcher has limited knowledge in TESOL or translation studies therefore pre-research is required.
Limitation in energy: the researcher may request assistance from UNISSA students as a research assistant for the purpose of data input and collection.
EXPECTED OUTCOME Firstly, the study will contribute towards the KPI of the researcher as a requirement/ requisite of SPTA under the National Civil Service of Brunei Government. Secondly, to expose students to English Language practice in relation to Islamic Studies to assist in the propagation and development of Islam within the community of Brunei Darussalam, thus enhance their lifelong learning experience. Lastly, the research aims to fulfill the Academic Strategy Implementation of UNISSA as highlighted in UNISSA‟s STRATEGIC PLAN 2009 – 2018 as follows: 1. Teaching and Learning Performance Conforming to Academic KPI, introducing market-driven academic courses, enhancing collaboration at national, regional and international level and achieving academic excellence. 2. Research and Publication The study will benefit the university by providing more variety in the medium of publication.
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3. To fulfill the objective of UNISSA to produce ulama and intellectuals that will be able to disseminate their specialized knowledge of Islam to both Muslims and nonMuslims both within the local as well as international community.
STRUCTURE OF THE RESEARCH It is proposed that the report will be divided into the following chapters: Chapter 1
: Introduction
Chapter 2
: Literature Review
Chapter 3
: Needs Analysis of Students
Chapter 4
: Data Analysis of qualitative data (Interviews from sample groups)
Chapter 5
: Findings and Discussion
Chapter 6
: Conclusion and Recommendations
Chapter 7
: Bibliography and Appendices
RESEARCH MILESTONES June 2017
May 2017
April 2017
March 2017
Feb 2017
17
Jan 2017
Collection of quantitative data from students Collection of qualitative data from UNISSA/ lecturers/ government officials Collection of secondary data Observation of classes/courses teaching English for Specific purposes
Dec 2016
Nov 2016
Oct 2016
Sept 2016
May – July 2016 Jan – May 2016
SCHEDULE OF RESEARCH
Collection of qualitative data from interviews of English Language experts Compiling data and statistics Analysis of data Writing draft research paper Submission of draft paper Submission of final paper
REFERENCES Al-Faruqi, Ismail Raji (1986) Towards Islamic English. Islamization of knowledge series (3). New Era Publication: USA. Azahari, Liza (2012) Course Outline: English for Islamic Studies 1. Centre for Promotion of Knowledge and Languages, UNISSA. Azahari, Liza (2012) Course Outline: English for Islamic Studies 2. Centre for Promotion of Knowledge and Languages, UNISSA. Bedri, Amna & Mc Garry, Fiona & Waterman, Tony (2013) English for Islamic Studies. Garnet Education: United Kingdom. Gatehouse, Kristen. (1999). Key Issues in English for Specific Purposes (ESP) Curriculum Development. 9/7/12. The Internet TESL Journal. Graves, Kathleen & Richards, Jack. C (1996) Teachers as Course Developers. Cambridge Language Education.
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Kennedy, Chris & Bolitho, Rod & Flavell, Roger (1984) English for Specific Purposes: Essential Language Teaching Series. Macmillan Ltd. Krashen, Stephan D. (1987 & 1988) Principles and Practice in Second Language Acquisition. Prentice Hall International. Mohammad Ismail Ahamad Shah & Isarij Sarudin (2013) Islamic Cultural Considerations in the Selection and Use of ESL Materials in the Language Classroom. IIUM Press. Prof Reima Al-Jarf (2005). Issues in Designing English For Islamic Studies. Accessed 27/8/12. Reading Matrix Conference. Robinson, Pauline. C & Candin, Christopher (1991) ESP Today: A Practitioner’s Guide. Centre for Applied Language Studies, University of Reading. Prentice Hall International: Language Teaching Methodology Series. Tomlinson, Brian & Masuhara, Hitomi (2004) Developing Language Course Materials. SEAMEO Regional Language Centre. RELC Portfolio Series.
Updated: 17/02/2016
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