TESOL Programs: Theory Surpasses practice

Abstract

This study explores the structures of TESOL programs in which student-teachers of English gain theoretical foundations and practical techniques for teaching English. Based on stages of actual teaching methodology, this paper questions the efficiency of current programs in Saudi Arabia to answer the research questions: 1. Do TESOL programs include adequate practice to come out with well-trained teachers and 2. If there is a practical shortage in TESOL programs, is it attributed to the program’s design or to educators’ teaching styles and strategies? Another objective of this paper is to determine and outline the correct timing and pairing of theory and practice in the context of TESOL programs. This suggested model is called Snowball Practice Model which synchronizes theory to practice in TESOL programs. This study’s survey-based presents a conceptual framework of actual TESOL teaching stages and suggests an alternative option for effectively integrating theory-practice model rather than a model similar to the current methodologies. Participants of English teachers have been selected who graduated from Saudi universities and a survey is conducted to investigate the teaching methodologies, curricula, facilities of the TESOL programs and teaching field. The results show that most TESOL programs focus on theory than practice, and that this focus leads many novice teachers to struggle at the beginning of their careers.

Keywords: TESOL programs, Snowball Practice Model, theory-practice synchronization