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Whether KSA Should Mandate English Language Learning in School
Name : Abdulmalik Almuhailb-217110469
Majed Al Saggaf – 218110346
Course : IR101
Instructor : Mr.Matthew Perry
Date : 19 November 2021
Findings
Despite having a heated argument whether KSA should mandate English language learning in school, evidence shows that both private and public schools use English as the official language (Alsairi, 2018). English has been seen as the medium of communication in different companies such as Saudi Airlines and Saudi Telecommunication Company. Proponents have been seen to suggest that introducing new languages in schools is appropriate to learners since they have high capabilities of acquiring a new language. The MoE in Saudi took the initiative to mandate English in school; for instance, there was an introduction of English for early grade 6 learners. Information and information presented in the literature review indicate that numerous advantages accompanied the introduction of English in the curriculum.
The Tatweer project (2008- 2012) research indicated that teaching the English language in KSA accompanied a competitive workforce and knowledge-based economy. The introduction of this language in the country was recorded to promote cultural beliefs, values, and traditions. 70% of teachers who taught English in the country were perceived to develop English proficiency (Alsudais, 2017). Research also found out that the introduction of English in the curriculum of KSA prepares learners for diversity and efficient socialization with the outside world. Non-Arab English teachers in Saudi Arabia were found to face significant challenges when teaching English. Therefore, the mandate of English by KSA is significant for learners as it prepares them for worldwide interaction and efficiency. The hypothesis was partially correct as the research has illustrated projected findings. The findings show that the hypothesis was not entirely wrong because there is a remarkable similarity between the findings and the hypothesis. There are similar characteristics that are addressed in both the hypothesis and the findings.
Discussion
According to the findings, it will be vital for KSA to mandate the English language in the curriculum (Mahboob & Elyas, 2014). The benefits of English as a language have been seen, and hence, making it official will be of great significance to the country’s development. A significant portion of about 90% of both private and public schools have been using English, and when KSA approves the decision to use it in schools, learners will highly benefit from this step. The findings are evidence that KSA will consider mandating the language in both private and public schools. The research will take a different way where implementation of English as an official language in schools might be considered (Shah et al., 2013). The merits of English in KSA schools have been numerous, and this projects the next step that the KSA government might take. Assuming that I was fully funded for the research, I would take approximately one week to get reliable results. In this case, I will have to move from place to place to collect data. I will incorporate views from government officials, teachers, and students on the matter. I will analyze significant progress associated with the English language and its impact on the curriculum of KSA. I believe that KSA should consider mandating the English language in its curriculum without a second thought.
References
Alsairi, M.A. (2018). Earlier is better: learning English in Saudi Arabia. English Language Teaching, 11, 1, 141-149.
Alsudais, A. (2017). Teaching English as a foreign language: the case of Saudi Arabia. European Journal of English Language and Literature Studies, 5, 9, 18-27.
Barnawi, O.Z & Al-Hawsawi, S. (2016). English education policy in Saudi Arabia: English language education policy in the Kingdom of Saudi Arabia: current trends, issues, and challenges.
Mahboob, A & Elyas, T. (2014). English in the Kingdom of Saudi Arabia. World Englishes, 33, 1, 128-142.
Mitchell, B & Alfuraih, A. (2017). English language teaching in the Kingdom of Saudi Arabia: past, present, and beyond. Mediterranean Journal of Social Sciences, 8, 2, 317-325.
Shah, S.R. et al. (2013). Factors impacting EFL teaching: an exploratory study in the Saudi Arabian context. AWE, 4, 3, 104-123.
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