Issue 1, Volume 7

November 2014

Kingdom of Saudi Arabia Association of Language Teachers

KSAALT Quarterly
A Welcome Letter from the President
Dear KSAALT Members and
Friends,

Special points of
interest:

New KSAALT President; New Executive

Council

EFL classroom activities galore

21st Century skills

and language testing

Inspirational teaching practitioners

New representatives
in KSAALT Chapters:
Riyadh & Abha

An effective EFL
classroom

Inside this issue:

Short Classroom
Activities

Language Learning
Testing

Faculty Spotlight

Describing/Noticing
in Context

TESOL Arabia Conference

Abha Chapter Open

House

Khobar Chapter Open 9

House

Welcome to the new scholastic

year, 2014-2015.
I am honored to be able to lead
KSAALT into its ninth year of
existence. KSAALT was created in 2006 with a handful of
dedicated educators who had a
desire to serve, educate, and
connect language teachers in
Saudi Arabia. As the new Executive President, I promise to
fulfill that mandate by continuing to provide professional
development with interactive
and engaging general meetings, workshops, a miniconference and an annual conference.
I am excited about the year we
have ahead of us and to have
you on board. This year, together with the Executive
Council, I plan to work on
nationalization, more social

media access, and more communication between and within

the Chapters. Speaker variety
and the Bylaws will also be
worked on. It is important to
remember that an organization
is only as strong as its membership. Therefore, I encourage
you to be active and to make
KSAALT a part of your support system. You will have the
chance to share ideas and to
discover new amazing professional avenues that will benefit
you. You will have the opportunity to grow professionally
and academically and to network with your colleagues in
the field.
In order for KSAALT to thrive,
your participation is vital.
Therefore, together with all the
regional chapters (Khobar,
Riyadh, Jeddah, Yanbu, and
Abha), I plan with your help
and the help of your Executive
Council to ensure KSAALTs
success.

Malikah Sisay
KSAALT President

Thank you for your support and

welcome to another great year
at KSAALT, the only TESOL
affiliate and IATEFL associate
in the Kingdom.
Warm regards,

Malikah Sisay

Mini Conference, Al-Khobar

Mark this date down13 December 2014 (Saturday)
Conference Theme:

Creating Global Students in the EFL Classroom

Details of this yearly mini-conference will be available from the Executive Council
soon.
Dont miss this professional development opportunity!
Visit us at www.ksaalt.org.

KSAALT Quarterly

From Chief Editors Desk

November, November... is a
month to remember.
November marks the beginning of the winter here in
the Kingdom as the temperature is slowly declining.
We can only have eleven
hours of daylight between
sunrise and sunset here in
Khobar. Most of us are
early birds going to school,
to college and when it's
home time, the big glowy
burned-orange heavenly
object begins to sink behind
the rows of palm trees in
the horizon.

If you would like to

write about someone
whos inspired you,
please do not
hesitate to contact
me.

Although the day is over,

KSAALT will be still working
for its member ensuring the
success of this growing organization - a teaching professionals' community.
I'm so proud to present the
first issue of Volume 7 to
you all under the leadership
of our new President and in
collaboration with the Executive Council and new
representatives of KSAALT
chapters: Khobar, Riyadh,
Jeddah, Yanbu and Abha.
In this issue, we have Dr.
Scott Zimmermann who is
our regular contributor,
sharing his insightful teach-

ing tips and useful teaching

resources with our EFL
teaching practitioners. Joan
Kosich, our editor and journalist, continued to arm
herself with a pencil and a
paper pad and interview
colleagues who serve as our
models. Im certain that
this will bring inspiration to
our readers. If you would
like to write about someone
who's inspired you, please
do not hesitate to contact
me
(ksaaltpubmatters@hotmail.
com).
Also, we have three firsttime contributors to this
issue. They are Sameera
Baloch, Ammar Anas and
Andrew P. Livitsanos. Ms.
Sameera brought us up-todate on the 21st century
skills we expect our EFL
learners to master. The
evaluation of their language
skills, therefore, is very different from the traditional
evaluation methods. Mr.
Ammar showed us the importance of Quality Classroom Talk (QCT) in an EFL
classroom. The preplanned, structured teacherstudent interactions give a
picture of a lively language
classroom. More importantly, use of authentic English and spontaneous pro-

duction of real-life English

are valued. EFL learners will
be greatly benefited from
QCT. Mr. Livitsanos wrote
about relating EFL learners
to their familiar context instead of attempting to use
context that is foreign to
them. Through describing
and noticing activities,
both EFL instructors and
learners will be engaged in
meaning making, which will
create meaningful and
memorable language teaching/learning experience.
Next, Id like to thank our
President for addressing the
members of KSAALT; Dr.
Afeefa to send in the report
of their Open House event
hosted in Abha; and Dr. Philline to report on the Open
House/First General Meeting held in Khobar. In addition, I thank those volunteers who have signed up
for our publication work.
We shall get organized
soon.
Finally, I hope you all enjoy
reading this new issue and
your valuable feedback will
be highly appreciated.
Thank you very much and
have a very good year.

Wai Si El-Hassan
Chief Editor

Page 2

KSAALT Quarterly

Short Activities in the EFL Classroom

Vocabulary Steps

Any classroom
activity should
typically be both
enjoyable for the
students and
pedagogically sound.

You have prepared a

well-balanced lesson for
your Monday class. It includes an introduction,
speaking activities, reading,
writing, grammar, and pronunciation practice. You
have thought about and
prepared ideas for handling
problems that may arise
during the lesson. For example, you decided how to answer questions about a
grammar point that often
baffles students.
A great lesson plan can
be made even better by
including a couple of short
activities. These activities,
perhaps lasting as little as
five minutes, serve many
roles. They can serve as a
segue from one type of activity to another. Short activities are also useful as a
warm-up, review, or game.
Any classroom activity
should typically be both enjoyable for the students and
pedagogically sound.
Short activities usually involve minimal preparation
(whiteboard, markers, pens,
and paper) and are adaptable for various levels and
for large and small classes.
Spelling: Missing Vowels is
putting a key sentence on
the whiteboard without the
vowels; students work to fill
in the missing letters. Air
Words is done in pairs: students spell key words in the
air and their partners decipher and say the word.

Sentence Formation and

Grammar Activities

Page 3

Word Pools works well as a

transition to another activity: pools or clouds with
mixed-up letters are put on
the board and the students
use them to form words and
then phrases. My favorite is
Spelling Bee: ten target
words are dictated to the
class as a review activity.
Vocabulary: Back to the
Board is an extremely popular game. A student sits with
his or her back to the whiteboard. The instructor writes
the target word on the
board and the class or team
tries to get the student to
say the word. Vocabulary
Steps is often used as a
review. For instance, after
teaching the seasons to a
beginner-level class, have
them draw four steps on
their papers. On the top
step, the student writes his
or her favorite season and
then the second favorite on
the step down below. In
addition to seasons, this
flexible activity is great for
foods, sports, music, movies, hobbies, chores, academic subjects, etc.
Odd One Out involves
student identification of the
word that is different from
the others. For example:
beef, chicken, salad, turkey.
The odd one out is salad
because it is not a meat.
Sometimes the odd one out
is not so clear and students
debate their choices, and
that's fine as long as the
'debate' is in English.

And finally, Ring-a-Word

is certain to wake up somnolent students. Two teams
are sent to the board and
one-person-taking-turns in
each team has a marker, a
different color for each
team. The teacher says verb
1, for example, the teams
race to locate and circle the
corresponding verb 2. The
game can also be played
with the alphabets, numbers, dates, times, and myriad possibilities.
Sentence Formation and
Grammar: As a warmer,
students make sentences
(Jumbled Sentences) out of
the words the teacher has
put on the board. Generally,
the sentences should not be
too long or too difficult and
should be relevant to the
week's lessons. In Correcting Mistakes, the class finds
errors with sentences. It's
important to finish this activity by showing the learners the correct version.
Question Exchange is an
oral practice activity. Each
student is given a key question such as How often do
you? and goes around the
class posing the question.
Sources: EFL activities are
available online and elsewhere, but the best book on
the subject is Five-Minute
Activities by Penny Ur and
Andrew Wright.

Dr. Scott Zimmermann is an academic director in Jeddah, Saudi Arabia. He

has previously taught EFL/ESL in South Korea, Japan, Thailand, Mexico, and
the United States.

Issue 1, Volume 7

Testing Language Learning in the 21st Century

Learning a new language
is
a
multidimensional task. It involves
an individual's maximum
cognitive skills and requires
a lot of effort from the
learners part. It is also noticeable that the process of
language learning requires
a good deal of time, patience and practice on the
learners part on the one
hand, and is affected by
how the instructor/teacher
plays his/her role on the
other. Both efforts made by
the learner and teacher are
equally important in the
learning and teaching of a
foreign
language.
The
teachers expertise makes
this process smooth and
meaningful. He or she is the
one who guides, facilitates,
and helps the learners to
achieve their targets. An
instructor is the one who
keeps an eye on this process and monitors the performance of the learners at
regular intervals by using
various assessment tools.
Different scales and assessment tools are used to
evaluate how skilful a
learner is in terms of learning a new language.
Learning a language is
a social and applied discipline. In order to evaluate
how well a learner is learning, their language skills
need to be tested. A good
language test is the soul of
effective learning. Learning
a language, as a discipline,
is distinct from other scientific disciplines of which
knowledge is assessed or

Page 4

tested through rote memory, traditional and superficial testing methods. An

effective language test can
serve as a base to lead this
learning process to achieve
good learning progress and
excellent student performance. It shores up effective
learning in many ways.
Some of them are as follows:
1. A good language test
evaluates the applied skills
of the learners in using a
particular language. Learning a new language is not a
theoretical subject, which
merely requires the retrieval
of information or knowledge. Rather, language students will come across various novel and real-life situations and be required to use
and apply what they have
learned. A good language
test helps learners to demonstrate their applied skills.
2. A first-rate language test
can reflect where a learner
stands as far as his/her
language skills are concerned.
3. A language teacher can
also give learners remedial
tuition by assessing their
linguistic potentials throughout a language course.
4. If a language test is conducted at the beginning of a
course, it will give the
teacher a general picture of
the learners' basic skills.
The course can then be manipulated and modified according to the learners
need.

5. A well-constructed test
will give students/learners
an opportunity to identify
their weaknesses and to
learn from their mistakes.

Applied Literacy Skills

6. A good test will also identify the area of difficulties

that are being experienced
by the learners. In that case,
additional practice and corrective exercises can be
offered to the learners.
7. Learning and teaching go
side by side. A good test can
help a teacher to evaluate
the course syllabus and
content as well as to analyze his/her teaching methods and the course materials.
It can be safely concluded from the above
points that a high-quality
language test plays a vital
role in effective language
learning. A good language
test is equally beneficial for
both the learners and the
instructors. It paints a true
picture of the learners' skills
and helps the instructor to
improve his/her teaching
methods. Learning a language is a long and continuous process which requires
a lot of effort made by the
learner. A comprehensive
and effective language test
makes this learning process
visible, significant, and
meaningful.

A good language test

evaluates the applied
skills of the learners in
using a particular
language.

Blooms Taxonomy in the 21st

Century

Sameera Sultan Baloch is a recipient of an Excellence Award in Teaching and e-Learning. Her research articles
have been published in many leading international journals. She is equipped with multiple degrees, such as M.A. English, PG.Dip. in English Language, M.Sc. in Women Studies, B.Ed., and has more than eleven years teaching experience.

KSAALT Quarterly

Faculty Spotlight
Education is the most powerful
weapon which you can use to
change the world
Nelson Mandela

Christine firmly
believes if her students
feel safe in an
environment where
they can fail, they will
try harder and
eventually they will
succeed.

Christine LEcluse

This quote is near and dear to

Christine LEcluse,
our second spotlighted
KSAALT teacher in this
series. These inspired words
of Nelson Mandela have become the message that
Christine strives to give to her students and colleagues as Academic
Coordinator of the Preparatory
Program at Dammam University.
Christine views her 4-year stay in
Saudi Arabia as an adventure, which has taken her on unexpected paths. Her roles in the
Kingdom have been varied. First,
she found herself teaching at King
Saud University in Riyadh where
she walked into her classroom one
November and found out she was
the universitys eighth teacher for
Fall semester. Next, her present
company: Education Experts,
moved her to Princess Nora bint
Abdul Rahman University, the
biggest womens university in the
world, where she spent one year
troubleshooting her colleagues
problems and addressing

their concerns. Based on this

experience, she was next moved
to Dammam University where
she spent two years coordinating
the Womens Preparatory Program. She enjoys helping teachers and students with curriculum,
book ordering, and testing. Clarifying information for
teachers and students working
their way through the Saudi system is also rewarding to Christine. This includes helping
Saudi girls adjust from high
school to college educational
standards and expectations.
A favorite aspect of being a
teacher for her is to see light
bulbs go off in students brains
being replaced by understanding,
which registers on their
faces. Christine also finds ESL a
unique and economical way
for teachers to learn about the
world, and she is always astonished by her students and what
she learns from them. Her teaching philosophy is to create a
place where her students CAN fail. Christine firmly
believes that if her students feel
safe in an environment where
they can fail, they will try harder
and eventually they will succeed. She also believes in tolerance in all situations and advises

cultivating the habit of counting

from 1 to 100, which helps us
remain composed and patient.
A B.A. in Anthropology and an
M.A. in Linguistics, along with
a one-year certificate in Technical Writing and Editing from
Bellevue Community College
in Bellevue, Washington, were
the tools with which Christine landed in the Kingdom. Originally from Long
Beach, California, she spent the
first forty years of her life in the
land of sunshine. It was there
she met her husband Stan, and
moved with him to Seattle,
Washington for 17 years. Today finds this couple in Mexico
where they are building a
home. They have resided in
Ajihic, Mexico, for almost 8
years. Her plans after
Saudi Arabia are to retire to her
newly remodeled Mexican
home, sit on the sunkissed veranda with
a refreshing lemonade and create new recipes from the avocados, mangos, and bananas
growing in her yard.
Sounds like a great plan, Chris!

Joan Kosich received her Masters in ESL from the School for International Training in Brattleboro, Vermont. She has taught in Yemen, Japan, and Martinique, and spent 11 years teaching at a college in Seattle, Washington before she came to Saudi Arabia. She has taught ESL in the Kingdom for 7 years.

New Riyadh Chapter Representatives

Page 5

Riyadh Chapter Representative

Riyadh Chapter Treasurer
Member at Large
Member at Large
Calendar of Events 2014 2015:
October 25th, 2014
November 29th, 2014
December 20th, 2015
February 21st, 2015
April 18th, 2015

Mr. Georgios Kormpas

Ms. Bushra AlBayaty
Ms. Syeda Shahida Mateen
Ms. Aisha Aslam
1st GM
2nd GM
3rd GM
4th GM/Mini Conference
5th GM

Issue 1, Volume 7

The Role of Describing/Noticing in Contexts

Does describing not
involve nearly every aspect
of our lives? Has a sentence
not gone by when the man
in the street, educators,
learners or listeners have
reflected on past experiences or fact? For the
learners attempting to master a language, they are
consistently striving to overcome an information gap
reflecting on past personal
experiences and then representing them in real-world
situations, and giving an
account about something or
someone.
How you spent the weekend, or lost your wallet, or
had a great time on vacation? Describe difficulties or
joyous occasions, or how to
cook spaghetti, or a song
that brings back memories,
or a sepia photograph, or a
taste, or a smell, or the
events of a TV program, or
your ancestry or how youve
been underpaid all are
situations that you would be
asked to describe. How we

wish to use the language at

hand comes into play within
the context. No matter what
the context is, giving a description (or describing)
plays a crucial part in our
lives.
In the educational context, we listen to and read
students reflections
n o t ic i ng v oc ab u l a r y ,
noticing structures, absorbing past personal experiences and reflections.
How are we to facilitate and
nurture such reflections as
educators? The Context of
Situation which was coined
by Malinowski (1927) still
holds true in the current
days. In order to understand an utterance, we
need to not only know the
literal meanings of the
words, but also all the complex details of the social
context in which the utterance occurs. Similarly, any
language in context has no
Genus Maximus (as it is
forever changing; dynamic) and that a language

cannot ever fully be explained, but ... it can be

perceived. KSA has been
referred to as having lack
of context on which to apply critical thinking and
ability to compare against.
However, within the KSA
context, there is ample
room for describing and
independent thinking. Describing tells someone what
something is like. Whether it
is the ubiquitous sweet
scent/fragrance/smell of
the Sheesha at the local
caf or price differences at
the supermarket, to the explaining to the teacher why
the students themselves
are late or absent.
In this myriad of descriptions, we sometimes choose
to elaborate by adding colorful adjectives in our delivery
of meaning, e.g. As I sat
under the turquoise blue
sky overlooking the azure
sea, a majestic bird stopped
for a quick dip. This piece
of writing is to keep us
aware of the importance of

The 21st Annual International TESOL Arabia Conference

March 12th - 14th, 2015
Hyatt Regency Hotel
Dubai
Page 6

A Saudi EFL Classroom

within the KSA

context, there is ample
room for describing
and independent
thinking. Describing
purports to telling
someone what
something is like.

Newsletter Title

The Role of Describing/Noticing in Contexts ( continued)

Meaning Making in Context

making entry to a
new context requires
us to learn vagaries,
nuances and the local
ways of making
meaning in that
context.

describing and noticing in

our particular context. Thus,
making entry to a new context requires us to learn
vagaries, nuances and the
local ways of making meaning in that context. Some of
the language that is emerging on media channels on
TV would have you wonder
whether we either need a
dictionary or to be a sports
fanatic when we are listening to the world news. For

instance, I recently listened

to the TV news report using
language, such as the government is on the back
foot. To a sports (cricket)
fan, he/she would understand this language usage
in context. However, to the
unaware, they would not
understand that the message intended was merely
the government is on the
defensive.

As educators, we are
saddled with the task of
enlightening the tutored in
context making use of describing/noticing that involves applications of adjectives and adverbs. Moreover, are we not constantly
describing using the language that we choose (or
that we are prescribed) all
in the goal of making meaning?

Andrew Peter Livitsanos comes from Australia. He is currently teaching Saudi students English at
Aramco, Khobar.

Report from the Abha Chapter

Open House Event
in collaboration with Departments of English,
Faculty of Languages and
Translation and College of Arts
and Education, KKU, Abha.
This years Open House Event
of the Abha Chapter of KSAALT
was a bonanza of twin workshops for university teachers of
English on 23rd of October 2014.
The First workshop, titled: ESL /
EFL Assessment was conducted
by Prof. James D. Brown, Professor of Language Studies and
the Director of the National Foreign Language Resource Centre,
University of Hawaii at Manoa,
USA, and the second workshop,
titled: English in a Globalized
world, was given by Dr. Alan
Page 7

Firth, Senior Lecturer in

Applied Linguistics, Newcastle
University, United Kingdom.
The Abha Chapter brought
the two EFL/ESL experts and
the teachers of English from
universities, colleges and
schools and supervisors from
the directorate of Education
to a virtual discussion platform. It was a back-to-back
workshop conducted as an
audio conference facilitated
by the visuals from the joint
presentation.
Feedback from the participants:
Feedback from the participants was extremely positive.
The participants had an opportunity to discuss with Prof.
Brown on assessment of Writ-

ing skill, including writing valid

and reliable examination questions to assess students learning instead of memorization
skills. Also, the participants
asked Dr. Firth questions about
teaching authentic language to
the EFL learners. Dr. Firth explained in detail the advantages
of teaching authentic language.
The participants were fully engaged with the speakers. Their
dialogues clarified many queries
from the participants and this
was a rewarding experience to
those who attended the workshop, especially those who were
in supervisory roles and those
who were school teachers.
They felt that this type of seminars and workshops will improve the teaching of English in

Volume 1, Issue 1

Report from Abha Chapter

schools. This, in turn, will
strengthen the university
education in the long run.
Feedback from the speakers:
The speakers told the Abha
Chapter that this was the first
time they gave a workshop
without the audience in sight.
It felt odd at the beginning,
but they found that the experience was unique to them,
which would be remembered
for a long time.

Acknowledgments
The KSAALT Abha Chapter
sincerely wishes to acknowledge the support from Dr.
Abdullah Melhi, Dean Faculty
of Languages & Translation,
King Khalid University, for the
sponsorship of our speakers,
and would like to thank Dr.
Khairyah Hussein Assiri, the
Dean College of Arts & Education, for showing generous
hospitality to our guests.

Report prepared by

Dr. Afeefa Banu

KSAALT Abha Chapter
Representative

Improving Quality Classroom Talk in an EFL Classroom

In an EFL language
teaching setting, such as
Saudi Arabia, where students
get little opportunity to use
and practice English, it is
very important to create an
environment where students
can practice a genuine style
of classroom communication.
Textbooks, technology, the
teacher and the students constitute a communicative environment in the classroom.
However, interaction between the teacher and the
students is the most important
factor that shapes the environment for real-life learning.
The interaction between
teachers and students occurs
in the form of 'talk' that
works as a tool and is used in
language learning activities.
It also offers students an opportunity to use English and
to enable them to use English
to widen their English learning experience outside the
classroom.

Page 8

It is essential to stress the

importance of Teacher Talk
(TT) and Student Talk (ST)
and their role in providing
comprehensible inputs to
learners so that they can build
their learning. TT and ST
represents what a teacher
talks to his students about in
the form of instructions to
conduct learning activities in
the classroom and what students verbally produce in
response to TT. TT and ST
constitute Classroom Talk
and contribute significantly
to students' foreign language
learning.
TT and ST create an
environment for language
learning in an EFL classroom
and help learners to communicate in real-life situations.
Therefore, the language
teaching scholars recommend
teachers to make use of Quality Teacher Talk (QTT).
QTT means that teachers
should NOT overuse TT

while delivering instructions

for classroom activities nor
undermine the use of ST.
Otherwise, students will not
obtain the right level of language input or produce sufficient language output.
The effectiveness of student learning is closely associated with the quality of
classroom talk and a teacher
should encourage his students
to generate their own questions and arguments. It is
necessary for English language teachers to raise the
quality of his talk and to create an interactive and communicative environment in
the classroom.
This will
enable his learners to participate in all learning activities
of the classroom.
Occasional observations
show that a classroom becomes communicative when
students ask questions, give
answers and participate in

It is very important to
create an environment
where students can
practice a genuine
classroom
communication.

Volume 1, Issue 1

Improving Quality Classroom Talk in an EFL Classroom (Continued)

'talk' with their teachers. However, such classrooms are not genuinely communicative. Communicative means that students are
able to produce genuine language output on the basis of their language learning and acquisition. Producing fixed and rehearsed
chunks of questions and answers is not truly communicative.
Traditionally, classroom teachers assume the role of the primary generator of comprehensible input in the target language
while students are at the receiving end. In fact, students' language learning will not be maximized until they make contribution to
the classroom talk.
Teachers should encourage spontaneous and natural forms of communication with their
students. Beside correcting students' grammar errors, a teacher should give thorough feedback
to his students on the process of generating meaning. During classroom activities, a teacher
should allow his students to create their own responses although they may be short and faulty.
As teaching practitioners of the modern world, we need to reflect on our teaching practice
and produce classroom talks of high quality. In order to achieve the effectiveness of a classroom
talk, we need to recognize the different forms of Student Talk and address various classroom
teaching and learning issues, such as lack of participation in classroom talk and students' motivation in taking part in their own learning process.
Ammar Anas is a lecturer at King Khalid University, Saudi Arabia. He has supervised e-Learning Unit at Al-Namas Campus and has been the
head of the Department of English at the College of Arts & Sciences Al-Namas. He is an MA in ELT and holds CELTA.

Khobar Chapter Open House/1st GM

The Executive Council and the Khobar Chapter Team would like to express its heartfelt appreciation for your support of the Khobar Open House held on 17 October 2014-thank you for
spending your Friday with us. It was a record-breaking chapter general event at 144 participants! We are so pleased to welcome you to a new year of educational and professional development with your colleagues.
A special thank you to our very popular presenter, Mr. Osama Elbeyaly--Senior Teacher, British
Council, Jeddahfor his outstanding, well-received workshop that kept everyone engaged and
to Rowad Al Khaleej International School-Dammam for hosting us at their beautiful facility.
As President Malikah said in her welcome, KSAALT is only as strong as its members. Thank you
so much for your genuine support and active participation. Please continue to participate in
Khobar/Dammam and around the Kingdom at our chapters in Riyadh, Jeddah, Yanbu, and
Abha.
KSAALT Executive Council and Khobar Chapter Team

Page 9

Teachers should
encourage
spontaneous and
natural forms of
communication with
their students.

KSAALT

KSAALT QUARTERLY
Editorial Board
Wai-Si El-Hassan
Dr. Philline Deraney
Deborah Abbott
Edith Reyntiens
Joan Kosich
Kim Lane
Jasia Rafiq
email: KSAALTpubMatters@hotmail.com

Were on the Web!

www.ksaalt.org

The Kingdom of Saudi Arabia Association of Language

Teachers is a group of language educators interested in
promoting and supporting language instruction across
Saudi Arabia. Although most members of KSAALT teach
English as a second or foreign language, KSAALT welcomes educators that teach in all languages or teach
content with English as a medium of instruction. The
main mission of this growing organization is to connect
those interested in supporting and advancing language
instruction. Its success depends on the ethos, logos, and
pathos of its members. KSAALT supports educators from
all institutions and levels (e.g., K-12, tertiary education,
language institutions) and welcomes instructors from all
nations.

Abha Chapter New Representatives

Dr. Afeefa Banu
Chapter Representative (abano@kku.edu.sa)
Ms. Amal Metwally
Chapter Secretary (amal_metwally@yahoo.com)
Dr. Areej Hussein
Chapter Treasurer (badr_a_q@hotmail.com)
Dr. Mazeegha Al Tale
Member-at-Large (maltale@kku.edu.sa)