The value of journaling on multimodal materials: a literacy narrative and autoethnography of an experienced Saudi high school English teacher

<p>The author reflects on his literacy in both Arabic and English while tracing his path to becoming an English major at King Khalid University and an English teacher in boys’ high schools—first in the village of Hajur and then in Jeddah. He describes his first two years teaching in this remote village made up of two main tribes in western Saudi Arabia. In fourth grade in a class of six boys in Alkanahbilah—also a small village—the author discovered his love for the Arabic language as Mohammed Aziz, his beloved teacher, read Arabic poems aloud to the boys every day, and they memorized the daily poem each evening. Providing his own written artifacts—primarily journals from graduate seminars in the United States—he explains the benefits of daily writing in English and daily viewing of multimodal materials while offering five original lessons he intends to teach alongside the national core curriculum upon returning to his homeland.</p>

Name thesis:degree_name

Master of Arts (MA) in English: Teaching English as a Second Language

Level thesis:degree_level

Thesis: EWU Only

Discipline thesis:degree_discipline

English

Year

2018

Author dc:creator

• Alamri, Ibrahim

• Bilingual, Multilingual, and Multicultural Education
• English Language and Literature
• Language and Literacy Education

Statement dc:rights

• Access perpetually restricted to EWU users with an active EWU NetID

Repository record dc:identifier

https://dc.ewu.edu/theses/486

OAI identifier oai:identifier

oai:dc.ewu.edu:theses-1482