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Preparation of Teachers of EAL in Saudi Arabia: Research, Policy, Curriculum and Practice
Abstract and Figures
In this chapter, we describe the policies, curricula and pedagogical practices guiding the preparation of teachers of English as an additional language in Saudi Arabia. We start by describing the historical context, national policy and learner and teacher populations. We then focus on English teachers’ preparation programs in the country, describing their research foundation, current policies, qualification of teacher educators, curriculum mandates and practicum requirements. After that, we explain quality assurance practices in terms of accreditation and accountability and formative and summative assessment. The chapter ends with an account of in-service teacher professional development in the country.
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