Contextual Influences on English Language Teaching in Libya

Abstract

There is no doubt that the educational process in any context is affected by the contextual influences that are prevalent within this particular context. Thus, what happens inside the classrooms between teachers and students is often decided by these contextual influences. These influences are to some extent intertwined and affected by the culture of the educational system including elements such as teachers’ beliefs about learning and teaching and the classroom expectations of both teachers and students. This paper therefore sheds light on these contextual influences in an attempt to facilitate the process of English language teaching in Libya. This paper provides useful messages and implications for educational policy makers, curriculum reform processes, teacher education programs in Libya and elsewhere