Perceived Competence on the Use of English Language in Mathematics and Science Teacher Preparation Program and its Impact on Teaching Performance: A Study of a Culturally Specific Context such as Oman

Adopting the English language as a medium of instruction in the Science and Mathematics teacher preparation program at Sultan Qaboos University (SQU) is a critical component affecting teachers of Mathematics and Science generally and their future students in Omani schools. Since the beginning of the program, SQU and other Omani universities have used English as a medium of instruction in their preparation program for science and mathematics teachers. Therefore, a research gap needs to be addressed: could this way of preparation of teachers lead to confusion in the use of Arabic and English during teaching, and thus, could it lead to bilingualism for their students? Therefore, this research project investigates the perceptions of science and mathematics student teachers and in-service teachers of using the English language in their preparation program at SQU and other universities and its impact on their teaching performance. The proposed project aims to a) describe the structure and characteristics of preservice and in-service science and mathematics teachers' perceptions and attitudes toward using the English language in their preparation program at SQU and other universities, and b) investigate relations between language-related facets of professional competence and teaching performance in the classroom, and c) investigating relations between barriers of using Arabic language and teachers' background (e.g., pre/in-service, gender, major, school cycle, preparation program) and d) comparing the results of preservice and in-service teachers.