Idris Hamed Nasser Al Adawi
With the increasing prevalence of globalization and international mobility, there has been a growing demand by educationalists around the world for developing the “interculturally competent” learner who can function appropriately and effectively in diverse cultural settings. Despite the large amount of research on intercultural competence (IC) in Western contexts, limited progress has been achieved in addressing the status of intercultural teaching in the Omani educational context especially from the teacher’s perspective. Although current educational policies and plans in Oman emphasize the role of intercultural understanding as a key educational principle and an essential strategic aim, studies that investigate and explore Omani teachers’ perceptions of IC and how these perceptions shape the everyday reality of the classroom are minimal. To that end, this study seeks to elucidate Omani English language teachers’ cognitive processes which are related to intercultural competence and their corresponding intercultural behaviour in the English language classroom. Within two higher education institutions in Oman, the qualitative study further investigates how, and whether at all, teacher cognition of IC is congruent with the realised intercultural classroom instruction.
(2018) PhD scholarship by the National Postgraduate Scholarship Programme, Ministry of Higher Education, Oman.
Idris has been an ESL Lecturer at the Colleges of Technology in Oman for around 8 years. Besides teaching core English language skills, he has taught different ESP/EAP modules such as Public Speaking, Technical Writing, and Technical Communication.
Idris holds an MA/MEd in TESOL and Applied Linguistics (Merit), University of Bradford, UK.
His research interests include intercultural education, teacher cognition, critical pedagogy, global citizenship, qualitative enquiry, stimulated recall interviews.