Abstract Teaching a language needs a qualified teacher who masters it very well and has the ability to deal with the different situations in the classroom . Therefore this research evaluates the performance of English language teachers in the Libyan schools and their ability to perform their job successfully. The main objective of this research is to evaluate the English language teachers qualifications who are teaching 7th، 8th، and 9th grades . The qualifications in question are those that enable English language teachers to perform their job in an appropriate way and to enable the pupils use the language they learn. The procedures to collect the data of the research are: a classroom check list and a semi-structured interview . The check list covers the linguistic، the pedagogical and the psychological qualifications. The interview is conducted depending on the results of the checklist to clarify the issues that cause problems and hinder the teaching process. The qualifications to be investigated are linguistic qualifications، pedagogical qualifications، and the psychological qualifications. All of these qualifications are integrated together to produce a qualified teacher who is supposed to be the key for teaching pupils to use the language. Therefore، the research target is to focus on the main deficiencies of English language teachers in teaching English to such age groups. This research hypothesizes that primary English language teachers lack the professional qualifications to teach the English language for communication in an effective way. Therefore، the research aims at focusing on the major professional deficiencies، (whether linguistic، educational or psychological) that most ELT teaching in preparatory schools in Libya exhibit.
سهيلة صالح الهوزا (2012)

Large English classes can cause many problems for the teacher and the young learners. It may seem impossible in such classes to organize dynamic and creative teaching and learning sessions. For example، it is impossible for the teacher in such classes to ensure individual participation of the young learners in the process of language practice and language use. Large classes can never be suitable for dealing with the new demands of language teaching. In other words، large classes cannot facilitate accomplishing teaching and learning based on the principles underlying communicative approach adopted in the primary 5 and 6 textbook، which is intended to build up the learner's confidence in going from organizing information to using the different language skills. The study examines the negative effects of the large number of young learners in the classroom. It intends to shed light on problems encountered in teaching English as a foreign language for communication to such classes. Research procedure and techniques to be used to collect data required for this study will be fulfilled by the use of teacher's questionnaire as well as data drawn from informal interviews with English teachers in some primary schools in Tripoli. The actual teaching environment in primary schools is unsuitable for teaching English as a foreign language to young learners and at the same time it prevents pupils from learning English properly. This is because most of the classes which have been visited and observed were crowded with large number of pupils. It has been noticed that this situation was problematic and uncomfortable for both the teachers and the pupils. Teaching English as a foreign language for communication to young learners requires small number of pupils in each class for the process to be successful. Young learners need special teachers' care and attention. They need enough time for each learner to practise the language and perform the various activities. Therefore، it has been recommended that large classes must be reduced to normal-size classes.
اسماء محمد ابوصاع (2010)