Libyan teachers' experience in teaching English as a second language and inclusion of target culture: some reflections

Abstract

Since the introduction of modern education systems in different parts of the world, the inclusion of foreign languages in the native education systems have attracted a lot of attention and controversy. The Post-colonial systems are largely reflective of the enduring legacy of the intercourse between languages, ethnic sensibilities, cultural values, often bordering on direct and ugly conflicts between the nations and their people. The journey of  Teaching English language into the education systems of Arabian countries in the mid-east is replete with an equally troubling legacy, historicity and unique experimentation. Since its introduction as a language of global trade, commerce, which is often being bandied as a language of affluence, aspiration, and modernity, it has spurred a lot of conflicting issues due to its domination over the native language as well as its disruptive impact on the native culture. Hence, the teaching of English in schools and colleges in countries such as Libya that are deeply rooted in Arab cultural ethnicity has had its fair share of societal disruptions, cultural conflicts and political controversies.There has always been a raging debate between the raison d’etr behind English language being taught alone and or, with proximity with the cultural mores and trends of the native culture. Any plausible answer to such perplexing issues can come only when a large body of relevant literature on the language-culture matrix is studied and analysed in minute detail. The researchers then stand a chance to draw precise correlations, trends or appositions, besides drawing invaluable conclusions.The present paper encapsulates the reflections of the researcher’s rich experience as a teacher of English Language, which is primarily taught as a second language in Libyan schools at the secondary level. In essence, the researcher examines a host of peculiar cultural issues and complexities emerging from the use of English as a target EFL in Libyan schools where Arabic is the primary academic, social and cultural medium as mother tongue.