Obstacles Libyan Teachers of English Encounter While Implementing

English Language Curriculum in Libyan High Schools

Salem Altaieb1,2, Youssif Zaghwani Omar 3, 4

(1. English Department, University of Azzytouna, Tarhuna, Libya; 2. University of Denver, Denver, Colorado, USA; 3. English Department, University of Benghazi, Libya; 4. German and Russian Studies Department, University of Missouri, USA)

Abstract: The purpose of this study was to investigate and evaluate the implementation process of the new English language curriculum in Libyan high schools, identifying the obstacles teachers encounter in their implementation of the curriculum. The study was an attempt to answer the following research questions: How have Libyan high school English teachers implemented the new curriculum? What factors facilitate or inhibit implementation of the new curriculum? What effects are these factors seen to have on the implementation process? Results of this study showed that there were differences between the degrees of CLT principles practice. Results also showed a number of factors that were considered as major concerns by the participants. Results showed that the mismatch between the realities of the classroom, student resistance, and the principles and goals of the new curriculum created a significant challenge for the teachers. Results showed that there had been a gap between what was expected in the new curriculum and what was actually being done in classrooms. Interestingly, the results of this study assumed that the challenges of curriculum reform were not limited to certain educational system or specific contexts but rather they were global.

Key words: English language curriculum, curriculum implementation, English language teaching