Teaching Reading Comprehension Skills to Saudi Female Students at the University Levels: A Handbook for Teachers

to be shown in pictures, the teacher supplies the meaning in Arabic. In the case of 3 teaching grammar, L1 is usually used to explain the grammatical rules. According to Assalhi (2013), one of the teachers justified the use of L1in the classroom as follows: "I can't give the grammar in English, all in English, because they will not know very well. But, to make things easier, I write the rule in Arabic (pronoun + verb + complement)” (p.594) Moreover, teachers employ exercises that focus on the bits and discrete details of reading passages. Therefore, the linguistic performances of these students are “exceptionally shocking” (Aldera, 2011). Saudi female students at the university levels can hardly write a paragraph and their English skills remain low. The problems in teaching EFL reading, as well as other skills, at Saudi female universities should be addressed and solved. No matter how other apparatuses recognize Saudi women’s achievements, the recognition would be of no use if it did not start in the educational institutions. Purpose of the Project The purpose of the project is to create a reading handbook for teachers that will serve as a guide to teach reading effectively. By using innovative language teaching techniques and methodology based on different language theories and beliefs, this project aims to develop a handbook for EFL female teachers in Saudi Arabia. The handbook serves as a guide for teaching reading comprehension to Saudi female students at the university levels. It will illustrate different teaching methods that will activate different learning modalities. It will also include sample lesson plans that will serve as models to teach reading, integrate different language skills and enhance the students’ communicative skills. The handbook will provide the teacher with some lesson plans and reading exercises to support the students’ learning process by activating different learning styles. Finally, the 4 handbook will allow the teacher to empower her students through the use of innovative teaching approaches, like the communicative approach that encourages the student to speak up and engage in activities. Theoretical Framework This field project is based on two language­teaching theories: The Communicative Language Teaching Approach (CLT) and the Multiple Intelligences Theory (MI). The first approach that this project is based on is the Communicative Language Teaching Approach. According to Brown (2007), the Communicative Language Teaching Approach is a model that is interpreted and manifested in many ways. There is no fixed definition for the CLT. However, Brown has offered some characteristics to describe CLT: 1. Communicative competence is the main focus in CLT. 2. Teaching strategies aim to involve the students in the “pragmatic, authentic, functional use of language” (p. 46). 3. CLT provides learners the chance to explore their own learning styles. 4. The teacher plays the role of an orchestra leader, not the source of knowledge. They facilitate, guide and coach the classroom. Whereas students are “active participants in their own learning process, [not just passive recipients]” (p.47). Celce­Murcia (2001) states that language skills in CLT are integrated. In other words, an activity must include reading, speaking, listening and writing. (p.8). Implementing procedures and techniques of CLT in the project at hand allows for better EFL teaching process in Saudi Arabian universities. In other words, the handbook to be developed will focus on teaching reading interactively. The teaching guidelines and the 5 sample lesson plans will demonstrate teaching EFL reading with other skills being integrated. The second framework this project is based on is the theory of Multiple Intelligences. The theory was first presented in 1983 by Howard Gardner in his book ​Frames of Minds: The Theory of Multiple Intelligences ​(Ghosn, 1997). According to the Gardner (1983), intelligence is “the ability to solve problems or fashion products that are valued in one or more cultural settings” (p. 87). People are able to know the world around them by eight systems of intelligences. These are linguistic analysis, logical­mathematical analysis, visual­spatial representation, musical sensitivity, bodily­kinesthetic intelligence, an understanding of other individuals, and an understanding of ourselves. In his 2000 book ​Multiple Intelligences in the Classroom ​, Thomas Armstrong adapts Gardner’s intelligence model. He introduces practical applications of the theory of Multiple Intelligences in the classroom. He also presents teaching strategies and classroom management techniques that are based on Gardner’s theory. Through the recognition and application of these intelligences, educators can provide lessons and activities that taps their students’ learning processes (Bas, 2008). The project will adapt both Gardner’s theory, Armstrong and other scholars’ application of it in order to develop a reading handbook. The handbook will include teaching strategies that EFL Saudi teachers can use to address their students’ intelligences in class.