Communicative language teaching (CLT) is promoted in teacher education programmes around the world, although the appropriateness of this methodology in contexts outside the English-speaking West has been questioned, often from a theoretical perspective. In fact, very little empirical research has been conducted into the practical knowledge of CLT of non-native speaker teachers of English, and there is a lack of such research investigating growth longitudinally in this area. Using observations, interviews, and reflective writing, this study charts the practical knowledge growth in CLT of a lower secondary teacher in the Middle East while she was studying part-time on an in-service BA (TESOL) programme run by the University of Leeds in conjunction with the Ministry of Education in the Sultanate of Oman. Qualitative data suggests that the teacher’s practical knowledge of CLT developed considerably during the course. Further research into the influence of teacher education programmes in TESOL on practical knowledge is called for.

Communicative language teaching (CLT) is promoted in teacher education programmes around the world, although the appropriateness of this methodology in contexts outside the English-speaking West has been questioned, often from a theoretical perspective. In fact, very little empirical research has b...