Research Interests:
PurposeThe purpose of the paper is to report the findings of a synthesis of literature reviews and stakeholder interviews conducted in Nigeria, Sierra Leone, Sudan, Tanzania, Zambia and Zimbabwe. The synthesis provides an overview of... more
PurposeThe purpose of the paper is to report the findings of a synthesis of literature reviews and stakeholder interviews conducted in Nigeria, Sierra Leone, Sudan, Tanzania, Zambia and Zimbabwe. The synthesis provides an overview of instructional leadership policy and practice in these six countries.Design/methodology/approachThis paper reports the findings of a systematic literature review, and participant interviews, in six sub-Sahara African countries. The research links to the British Council's initiative to develop instructional leadership in developing contexts, including the six countries featured in this submission.FindingsThe findings show diverse policy and practice of instructional leadership in these African contexts. Three have no explicit policies on this important leadership construct, while the others have relevant policy statements but limited evidence of instructional leadership practice.Research limitations/implicationsThe research provides an overview of ins...
Research Interests:
Research Interests:
In spite of the long period of time that has elapsed since monster first appeared in English and Arabic literature, monsters still have both remarkable and effective roles in their literary texts. The roles of monster that have been... more
In spite of the long period of time that has elapsed since monster first appeared in English and Arabic literature, monsters still have both remarkable and effective roles in their literary texts. The roles of monster that have been created over the centuries by their writers are an indicative of the fears and the needs of societies for these monsters, thus they are modified and developed to reflect social anxieties. The aspects of onomastic meanings redo the roles of the monster in Frankenstein in Baghdad; they show entirely the exact roles and characteristics of the monster to the readers. The monster’s names that are given by other characters in the novel can be used as devices to indicate the variety of literary purposes: to emphasize a certain aspect of society which Saadawi is writing on, or even the more traditional method of naming with the express intent of identifying a certain trait or expectation of the monster’s personality. Saadawi names his monster several names in or...
Research Interests:
This paper sheds light on E. M. Forster’s attack against British imperialism in colonial India. It argues that acquiring an official position in the imperialistic administration makes Anglo-Indians so poignant that they start making... more
This paper sheds light on E. M. Forster’s attack against British imperialism in colonial India. It argues that acquiring an official position in the imperialistic administration makes Anglo-Indians so poignant that they start making racial prejudgments about the Indians. This attitude, of course, leads to damage the possibility of establishing friendship between the Indians and the British. The novelist also argues that the inability of comprehending the echo in the caves is yet another cultural barrier; it prevents crossing the bridge between the East and the West. Due to their frustration of establishing friendship with the British, the Indians start fighting for freedom. This paper concludes by highlighting the possibility of future friendship between the British and the Indians.
Research Interests:
This paper aims to investigate teaching methodologies used in teaching literature to the third grade of high school. The researcher used the descriptive method. The tool used in this study is a questionnaire which has been distributed to... more
This paper aims to investigate teaching methodologies used in teaching literature to the third grade of high school. The researcher used the descriptive method. The tool used in this study is a questionnaire which has been distributed to the teachers who teach the English language in high schools. The population of the study was teachers who teach English literature in Khartoum State, Khartoum North Locality. The main finding of this study reveals that English language teachers use reading methodologies in teaching literature; however, they consider restrictions of the kind of the questions that given to the students and students are focus mainly on how to get high marks.
Research Interests:
This study aims to evaluate the Certificate of Teaching English as a Foreign Language (CTEFL) programme provided by the Postgraduate Unit, English Language Institute, University of Khartoum, by identifying the students’ opinion on the... more
This study aims to evaluate the Certificate of Teaching English as a Foreign Language (CTEFL) programme provided by the Postgraduate Unit, English Language Institute, University of Khartoum, by identifying the students’ opinion on the four modules, discovering the students’ perception of the teaching, and their own performance. In addition, it tries to judge the success of the programme as perceived by the students and ways for improvement. To this end, the study used a questionnaire. The participants were 13 students who studied in cohort 5 of the CTEFL. The results showed that the students found the programme successful since it contained interesting and useful modules. The students were also satisfied with their instructors’ and their own performance.
Research Interests:
The need for English language in Sudan is increasing rapidly for a variety of reasons, despite the fact that there is a severe decline of the students' standards of English. This study tries to locate the problems that confront the... more
The need for English language in Sudan is increasing rapidly for a variety of reasons, despite the fact that there is a severe decline of the students' standards of English. This study tries to locate the problems that confront the learning and teaching of English language at University of Khartoum A questionnaire was distributed to 303 second year students at the university to investigate the problems that face them in learning English language. Results show that the problems related to the students themselves, the syllabus, the learning environment, and relatively to the teachers. Some recommendations were given to solve these problems.
Research Interests:
Research Interests:
PurposeThe purpose of the paper is to report the findings of a synthesis of literature reviews and stakeholder interviews conducted in Nigeria, Sierra Leone, Sudan, Tanzania, Zambia and Zimbabwe. The synthesis provides an overview of... more
PurposeThe purpose of the paper is to report the findings of a synthesis of literature reviews and stakeholder interviews conducted in Nigeria, Sierra Leone, Sudan, Tanzania, Zambia and Zimbabwe. The synthesis provides an overview of instructional leadership policy and practice in these six countries.Design/methodology/approachThis paper reports the findings of a systematic literature review, and participant interviews, in six sub-Sahara African countries. The research links to the British Council's initiative to develop instructional leadership in developing contexts, including the six countries featured in this submission.FindingsThe findings show diverse policy and practice of instructional leadership in these African contexts. Three have no explicit policies on this important leadership construct, while the others have relevant policy statements but limited evidence of instructional leadership practice.Research limitations/implicationsThe research provides an overview of ins...
Research Interests:
To this end a quantitative approach was adopted. Data were collected through a questionnaire and a test. The results revealed that the teaching assistants needed English for their social life and academic purposes: to communicate with the... more
To this end a quantitative approach was adopted. Data were collected through a questionnaire and a test. The results revealed that the teaching assistants needed English for their social life and academic purposes: to communicate with the outside world and to teach their students. The skills regarded as most important were writing and speaking. Finally, the level of proficiency of the participants in the English language was below the average in all the skills.