Saudi Arabian educational history: impacts on English language teaching

Abstract

Purpose -The purpose of this paper is to critically examine the history of education in the Kingdom of Saudi Arabia and its impact on modern teaching practices. It explores the relationship between traditional practices, teacher identity and English language teaching within an increasingly complex context. Design/methodology/approach -The authors undertake a critical review of education in Saudi Arabia utilising critical reflexivity and their local social knowledge as a means of interrogating practice, research of the field, and related texts. Findings -The paper indicates a direct link between historical teaching practices in early Saudi Arabia and the current teaching of English. It suggests the concept of "hybridity" as one way for local English teachers to construct identities that meet the contextual challenges. Practical implications -This paper has implications both locally and internationally. It provides insight into teaching practices preferred by teachers and students in an Arabian context. This in turn has the potential to inform policy and curriculum development by local educators and foreign contractors in Saudi Arabia that take teacher and student identity into consideration. It also facilitates a more nuanced understanding of their Saudi Arabian students by Western educators and administrators. Originality/value -Although work has been done on teacher identity in Saudi Arabia and limited studies have examined the impact of English as a global language, this is the first study to examine the interplay between historical praxis, teacher identity and the conflicting pressures of teaching English in this context.

Education Context and English Teaching and Learning in the Kingdom of Saudi Arabia: An Overview

“…From an Islamic perspective, individuals are encouraged to learn foreign languages (e.g., English) in any society to endorse sound moral, social, and ethical values (Alqahtani, 2011;Al-Shammary, 1984). However, some members of the society in Saudi Arabia hold the misconception that learning the English language may affect the learning of Arabic-especially at a younger age, or may lead to changes in the Saudi culture and customs (Al Dameg, 2011;Al-Seghayer, 2013;Elyas & Picard, 2010;Mahboob & Elyas, 2014). They contend that Arabic is crucial in ensuring that Saudi Arabian identity, culture, and society are preserved.…”

A Critical Review of the CELTA Syllabus within the Context of Saudi Arabia

“…As in most non-English speaking countries, English is treated as a required academic subject in Saudi Arabia, rather than as a tool for survival in business and education. The language classrooms are large (a minimum of 30 students), the teacher is seen as a fount of knowledge, and the method of instruction is teacher-cantered (Elyas & Picard, 2010). Considering these factors, a newly qualified, CELTA-holding teacher will face strong resistance from students when implementing Western-oriented methodologies such as communicative language teaching (CLT), for three reasons.…”

“…In the Saudi teaching context, for example, communicative language teaching (CLT) is met with resistance from students most of the time. Saudi students perceive the teacher as a figure of authority and a source of knowledge (Elyas & Picard, 2010), but CLT methodology leaves students feeling that the teacher is not doing his/her job properly. This proves that imposing a certain teaching methodology without considering the ways and minds of local people or respecting the culture of learning will trigger a rejection of the lesson that immediately hinders learning the second language.…”

Attitudes and Perceptions of Saudi EFL Teachers in Implementing Kingdom of Saudi Arabia’s Vision 2030

“…Altwaijri (1982) stated that "Saudi students study English for nearly ten years, yet their overall performance level in English is low" (p. 6). For the above-mentioned reasons, the majority of students, who move from high school to university, generally lack the skills and motivation in learning and in acquiring English language, and that lack is evidenced by their low scores (Al-Nasser, 2015;Alrahaili, 2013;Alrashidi & Phan, 2015;Elyas & Picard, 2010). Thus, it was necessary to take initiatives and to conduct comprehensive academic projects for searching for the best ways and means to improve the quality of teaching and learning English at Saudi government schools.…”