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As new English-medium universities open their doors in the Arabian Gulf andsome Arabic-medium universities switch to using English as the language ofinstruction, instructors in all disciplines face the challenge of teaching theircourses in English to students who have learned (and who are continuing tolearn) English as a foreign language. This article reviews theories and practicesfrom the field of Applied Linguistics and Teaching English as a SecondLanguage (TESOL) which can help content-area instructors understand andreach these learners.

Second language acquisition research has produced several concepts ofinterest to content-area instructors. Krashen’s theory of comprehensible inputfocuses on the language used by the instructor, while Swain’s of comprehensibleoutput emphasizes providing opportunities for students to produce language. Cummins differentiates between two types of language proficiency: BasicInterpersonal Communication Skills (BICS), which are needed for dailyinteractions, and Cognitive Academic Language Proficiency (CALP), which isrequired for academic tasks. Interlanguage and first language interference mayalso influence students’ second language production in classroom settings.

Specific classroom practices for improving students’ language comprehensionand facilitating content learning are recommended. These include modifyingspeech, using visual aids, utilizing a variety of questioning techniques, andextending the time instructors wait for students to respond. Instructors canemploy strategies, such as mind-mapping and quickwriting, to activate students’linguistic and conceptual schemata at the beginning of a lesson. Scaffoldingprovides structure and support for students to complete tasks until they are ableto realize them on their own. Collaborative/cooperative learning lowers students’affective filters and offers opportunities for participation and language practice. Graphics illustrate some of the suggested practices.

The purpose of this paper is to build on the research-supported view that interactions between top and middle management enhances effective implementation of organizational strategies by exploring the role of internal actors in driving organizational strategy at the intersection between strategy formulation and strategy implementation.

Adopting a social practice perspective, we undertook semi-structured interviews of 27 top and middle level managers drawn from a single case organization. Data collected were analysed using thematic analysis.

Differences in managerial perception of strategy has significant impact on implementation of strategic decisions as well as creating tensions in recursive communication practices between internal social actors. Furthermore, individual perceptions cannot only limit the extent of strategy awareness amongst key actors, the manifestations through social interaction between top and middle managers is a critical determinant of effective communication and realization of organizational strategy.

The research contributes to the strategy process and practice literature by exploring the dynamic interactions taking place at the intersections of strategy formulation-implementation phases of organizational strategy. It particularly highlights practical issues in top and middle manager interactions and implications for successful strategy implementation.