Abstract
One of the powerful ideologies that govern English language learning and teaching in the Sultanate of Oman is the ‘colonialist/culturalist’ ideology and the various paradigms embodied within it. This ideology is present in the various statements made by the different agents involved in ELT in Oman, in particular The Philosophy and Guidelines for the Omani English Language School Curriculum (Nunan et al., 1987), referred to in the paper as the National English Language Plan/Policy (NELP). However, many of these statements seem to conflict with the content of the materials produced locally (Our World Through English (OWTE), Ministry of Education, 1997–8a, b) and with the suggested means of implementing the programme. The paper critically examines and discusses this state of ideological conflict using data from semi-structured interviews conducted with various key agents in ELT in Oman, pertinent literature and policy texts, and considers the implications for second language material design.
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