Libyan English Secondary School Curriculum

Libyan English Secondary School Curriculum: Benefits and Challenges Applied statistics Name Institution Acknowledgments Primarily, I would like to pass my gratitude to the almighty God for granting me the grace of writing this proposal without any major tribulations. I also extend my gratitude and deep-felt appreciation to all those who have significantly offered me unwavering assistance, support, and guidance in writing the proposal. Special gratitude goes to doctor Javed for being an integral part in my education and also for greatly helping me to utterly understand how a research proposal should be written. His cooperation, moral support, and creation of a conducive environment for me to learn and ask questions freely without any fear made it unproblematic for me to comprehend what a research proposal paper exactly encompass. Proposed Supervisor I believe Miss Katlin who is my proficient supervisor will be of great significance in my project. After reading my project, she will probably recommend some necessary amendments. Consequently, my writing of a research proposal will be adequately enhanced and thus in the future, I will be in a position to write research proposal papers in an excellent manner with negligible problems. Introduction With the onset of globalization and technological advancement, English has become a vital device of international communication in multiple parts, such as education, politics, and business. Additionally, English is now the greatest taught foreign lingo in the globe. The prevalent utilization of English has had a huge influence on foreign language education, including English education in Libya (Mohamed S Youssef, 2012). Obtaining the abilities to speak and write in English in Libya has become a prerequisite. This need has played a substantial part in the reorganization of the curriculum at both the high and middle-high schools and thus learning English in Libyan middle and high schools became compulsory for all students in the early 2000s (Ali Elabbar, 2014). While there was no definite technique for teaching English language, teachers used a traditional grammar-translation technique because it fitted their own way of managing classes and also because it was time-effective. Since teachers were required to finish the textbook within the allocated time, they rushed to cover the language content, even though the students had not utterly learned the language. Subsequently, it was conventional to find students in universities being unable to communicate in English articulately even after studying for 6 years in middle and high school. The aforementioned problem led to the change of the English education program. The English education program has faced paradigm change ever since the early 2000s. It shifted from a concentration on receptive skills like memorizing and reiterating grammatical guidelines to a concentration on a productive skill which allows students to employ English functionally and communicatively suitably (Aloreibi& Carey, 2016). Basically, the curriculum shifted from a traditional grammatical translation approach to one hinged on the communicative lingo method. The new curriculum has encouraged students to obtain the English language for communicative reasons instead of m...