Abstract

Much has been written and published about teaching the four language skills (listening, reading, speaking & writing) communicatively and integrating as many of them as possible when and where necessary and the positive impact this can have on the second language learner's competence.
This research paper, hence, discusses this issue from an 'ideological' perspective with a particular reference to the Omani language education system. The paper triangulates data from different semi-structured interviews made with different agents involved in the Omani ELT system, the pertinent literature, The Philosophy and Guidelines for the Omani English Language School Curriculum (Nunan, Walton & Tyacke, 1987), which I will herewith refer to as the National English Language Policy/Plan (NELP), other policy texts and the English language textbook - Our World Through English (OWTE).
The critical discussion aims at revealing and examining the degree of conflict and harmony, differences and similarities and agreements and disagreements embodied in the various statements and the implications this can have to second language policy implementation.