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1	Cosmopolitanism, contemporary communication theory and cultural literacy in the EAL/D classroom
	Reid, Carol (R8461); Jones-Diaz, Criss (R7925); Alsaiari, Hussain (S30119). - : Hindmarsh, S.A., Austaralian Council of TESOL Associations, 2016
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2	Cultural translations : the art of cosmopolitan learning as an international student
	Reid, Carol (R8461); Alsaiari, Hussain (S30119); Rosmilawati, Ila (S30861). - : Samford Valley, Qld., Australian Academic Press, 2015
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3	Teaching Arabic through communicative language teaching approaches informed by new understandings of literacy in primary schools in Tabuk, Saudi Arabia
	Alsaiari, Hussain. - 2015
	Abstract: This thesis seeks to document the perspectives of 24 male primary educators of the Arabic language on teaching Arabic through communicative language teaching (CLT) approaches informed by the new literacy theory (NLT) in Saudi Arabia (Tabuk). In Saudi Arabia, there is little focus on the importance of communication skills in using Standard Arabic, whether in conversation, listening and speaking. This study aims to fill the gap in the research literature on Arabic language teaching in primary education, drawing on the NLT. Arabic is a global language and this study has international significance as the findings will inform the teaching of Arabic as a first and additional language. Therefore, this study investigates the usage of CLT approaches into the teaching of Arabic through the use of various activities that are contextual and meaningful. The focus of this study is on language in relation to listening, speaking, viewing, reading, writing, critiquing and creating in purposeful contexts. It utilises a mixed method mainly drown on qualitative research methods to examine five case study sites (government primary schools in urban Tabuk) to investigate the use of technology in Standard Arabic Teaching using CLT approaches. Furthermore, the study examines the use of a contemporary curriculum in order to contrast it to traditional approaches. Data was initially gathered with a survey to collect demographic data about the study and its subjects. Participants were then interviewed to obtain deeper and more detailed information. The study covered five schools and four supervisors. Moreover, this study draws on connectivism theory, which presents a concept of information being presented via complex networks that enable the educational process to occur. In the connectivism theory, learning occurs via networks through a mix of technological and social interactions. The findings indicate that there is a lack of understanding the NLT, and tensions between traditional and contemporary curriculum supporters exist. The professional development and academic preparation (pre-service) received by students in colleges and universities was one of the most prominent findings in this study, because it shows a weakness in the preparation that student teachers receive in educational institutions. In addition, the findings highlight issues in providing information technology (IT), access to the use of technology, leadership and change. In conclusion, this study revealed that curriculum change in Saudi Arabia is a controversial topic in relation to Saudi societal ideologies. In particular, the study highlighted that curriculum change, leadership, contemporary views of literacy learning and Arabic education are as important as other issues such as religion, Arabic identity, resistance to change and Westernisation. Hence, this study points to the significance of professional development in curriculum change where teachers, principals, educators, curriculum designers, policy makers and parents are involved in the development of curriculum in order to provide high quality education for their children.
	Keyword: 2015; Arabic language; curriculum change; educational technology; Saudi Arabia; study and teaching (elementary); Thesis (Ph.D.)--Western Sydney University
	URL: http://hdl.handle.net/1959.7/uws:35877
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