The State of Teaching English as Second Language (ESL) Education in Saudi Arabia - Essay Example

The State of Teaching English as Second Language (ESL) education in Saudi Arabia Assignment 3 Introduction The increasing trends of globalisation around the world particularly in relation to cultural and economic relationships, has intensified the need to have a common language of communication that will unify people and enable people from all corners of the world to communicate effectively (Hui, 2001). Over time, English has established itself as the most dominant language of communication in different socio-economic spheres. As compared to other languages, English is dominantly acknowledged as the formal language of communication in educational and business settings (Claus & Frauke, 2006). Phillipson & Skutnabb-Kangas (1996) notes that, the emergence of English as a global language has contributed to intercultural integration and understanding. By using English as the common language of communication, individuals, organisations or companies around the world can communicate and collaborate efficiently in trade, education, cultural exchange and international business ventures among many other socio-economic activities (Phillipson, 2006). On the other hand , Tellefson (2000) notes that, most countries with colonial histories linked to Britain often use English as the formal language of communication. However, many non-English speaking countries have had to learn and adapt to English in order to be at par with other countries around the world (Tam & Weiss, 2004). In order to realise this goal, most non-English speaking countries such as Saudi Arabia have instituted English as Second Language (ESL) education programs to help individuals learn and adapt English as their second language (Al-Seghayer, 2005). “In Saudi Arabia, English is highly esteemed since it is the only foreign language that is taught in both private and public elementary, intermediate and secondary schools” (Al-Seghayer , 2005, p.134 ). It is also taught in universities, government and industrial institutions. Besides this, there are several community-based ESL programs in Saudi Arabia (Al-Seghayer, 2005). The key aim of this essay is to discuss the state of ESL education in Saudi Arabia with reference to both theoretical and practice elements. Literature Review Al-Seghayer (2005) observes that, as compared to other foreign languages English is more esteemed in Saudi Arabia. This is mainly because, it is the only foreign language taught compulsory in most private and public learning institutions. It is alleged that ESL education was first introduced in Saudi Arabia in 1927. During this era, Saudi Arabia realised a significant expansion in its oil industry. This in turn prompted the government to initiate programs that would train citizens on how to communicate fluently in English so that they can facilitate oil trade with other foreign countries. In addition to this, it was necessary for the Saudi government to introduce ESL education in Saudi Arabia, so as to facilitate communication with millions of Muslims tourists who travelled to the Mecca for the annual pilgrimage (Al-Seghayer, 2005). Al-Seghayer (2005) further notes that, following the introduction of ESL education in Saudi Arabia, English has become a well developed learning area with specific theoretical and instructional objectives. Basically, English teaching in Saudi Arabia is controlled and mediated by the “General Presidency of Girls’ Education” (GPGE) and the Ministry of Education. The instructional materials are developed by the department of curriculum development in both the GPGE and ME. These departments also plan instruction units and develop guides and standards. Zaid (1993) observes that ESL teachers are often requested by these departments to provide suggestions that will improve the ESL curriculum in Saudi Arabia however, many do not take advantage of these opportunities because they lack adequate knowledge relating to curriculum planning, design, development and evaluation. Over the past seven decades, the ESL curriculum in Saudi Arabia has undergone a number of transformations. Initially, Saudi Arabia did not have a defined English curriculum. The 1960’s witnessed the introduction of comprehensive curriculum referred to as “Living English for the Arab World” However, Al-Subahi (1988) criticised this curriculum citing that, it did not serve the needs and interests of learners in Saudi Arabia. In 1980, a new curriculum, “Saudi Arabian Schools English” for intermediate and secondary school levels was introduced by the government. It was believed that this curriculum responded better to the learning needs of ESL learners and as a result it was used for 15 years. In 1990, this curriculum was revised and a new curriculum referred to as “English for Saudi Arabia” was developed. However, this curriculum was first used in 1995. The new curriculum incorporated four main components namely; objectives of the curriculum, instruction methods and assessment techniques. At the intermediate and the secondary level, the key objective of the curriculum is to equip learners with the necessary skills and knowledge such that they are able to read, speak, listen , write and understand English discourses. This curriculum directs focus on four language skills namely, reading, writing, listening and speaking (Al-Seghayer, 2005). Nonetheless, Zaid (1993) notes that reading and writing are considered as the most important aspect of English education in Saudi Arabia thus emphasis is mainly directed towards teaching the English content rather than developing or enhancing the communicative competence of learners. As a result, Aljumah (2011) notes that a considerable number of Saudi students speak very little English and find it difficult to speak in class because they are verbally challenged when it comes to speaking English. She recommends that, rather than placing a lot of emphasis on the content, ESL teachers in Saudi should employ an integrative approach that encourages students to participate, communicate and interact with each other in classroom discussions thus enabling ESL learners to develop effective oral skills in English (Aljumah, 2011). Another aspect of ESL education in Saudi Arabia relates to teacher preparation programs. Al-Hazmi (2003) notes that preparation programs for ESL teachers in Saudi Arabia is inadequate and non-systematic. Most tertiary institutions in Saudi Arabia accentuate on educational aspects when it comes to preparing ESL. In most cases, colleges tend to focus on preparing their students to become specialist in Arabic –English translation and not English teachers. Al-Hazmi emphasises that ESL teacher preparation programs in Saudi Arabia are not effective when it comes to equipping students with adequate skills and knowledge. He recommends that a systematic approach should be integrated into these programs (Al-Hazmi 2003). Assignment 4 ESL education in Saudi Arabia Alsobaihi (2005) notes that, with time there have been a lot of significant changes in the teaching strategies or methods used for ESL education in Saudi Arabia. Initially, the “direct method” was the most predominant method used to teach English in Saudi Arabia. Basically, the “direct method” of teaching ESL is a method that does not incorporate the use of the learner’s native language. This method is often used on the premise that the second language should be an imitation of the first language, since this is the natural way that human beings learn any language. It is also based on the notion that a learner cannot rely on a particular language to learn another language. Using this method, a lot of emphasis is placed on correct pronunciations and developing oral skills. Furthermore, the direct method accentuates on the relation between words and sentences and their meanings through dramatization and demonstration. Using this method learning of spelling and writing is delayed until worlds are popularly introduced and translation and grammar are avoided so as to avoid the application of the student’s first language (Ediger, 2010). With time, it became evident that the use of this method to teach English among non-English speakers in Saudi Arabia was not effective. Consequently a “communicative approach” of teaching ESL was adopted. This approach involved the formation of small groups comprising of learners with varying levels of knowledge and skills in English. Learners in each group were not only responsible for their own learning but also the learning of their counterparts. Learners helped each other to learn until they were proficient in a particular area in English (Alharbi, 2008). However, it was later realised that neither the use of the communicative approach or the direct method in isolation were effective in equipping non-English speakers with efficient skills and knowledge in English. Currently an integrative approach is used. This approach involves the use of various approaches and methods of teaching ESL learners (Braine, 2005). The realisation of positive outcomes in ESL education in Saudi Arabia is highly dependent on the availability of qualified teachers. Statistics show that a considerable number of English teachers in Saudi Arabia are from foreign English speaking countries. Moreover, most English teachers in Saudi Arabia are not native English teachers. In addition to this, there has also been a shortage of English teachers in Saudi Arabia. As from 2003, the beginning of ESL education in mainstreams schools was introduced in the 6th grade and not the 7th grade like before. This change was implemented because it was realised that students who graduated from both colleges and high schools had poor language skills in English. Currently, the ministry of Education is faced with the challenges of finding English teachers who are qualified. Similarly, a study conducted by Al-Hazmi (2003) established that preparation programs for ESL teachers in Saudi Arabia are inadequate and ineffective when it comes to equipping students with adequate English language skills and knowledge (Al-Hazmi, 2003). The challenge of finding adequate and qualified English language teachers in Saudi Arabia can be attributed to the lack of consistent and adequate funding from the government (Alsobaihi, 2005). Shaikah (2005) conducted a study to determine the effectiveness of teaching several reading strategies to female ESL students in Saudi Arabia. Among the reading strategies evaluated included; prediction, finding main ideas, guessing word meanings and word analysis. This study aimed at assessing the impact of teaching these reading strategies to the overall reading comprehension of learners. The findings of this study depicted that, the use of either of these strategies had an insignificant impact on the reading comprehension of learners (Shaikah, 2005). Similarly, a study carried out by Alsamadani (2009) established that there is no positive correlation between the use of reading strategies and the comprehension level of ESL learners in Saudi Arabia. As a result, Alsamadani recommends that, when planning or designing reading curriculum ESL educators in Saudi should direct their focus on enhancing the efficiency of reading approaches. They should also supplement learners with extensive and balanced reading materials and activities (Alsamadani, 2009). McMullen (2009) also observes that writing composition has always been a challenge for ESL students particularly when it comes to university-level composition. The role of teachers in ESL education in Saudi Arabia is very paramount since teachers are responsible for imparting English language skills. In Saudi Arabia, most English teachers are either bilinguals, native speakers or teachers from Pakistan, Indians among other countries. Many teachers who are native speakers are not as qualified as other teachers. Most of these teachers do not have a master’s degree in English rather they have completed courses such as TESOL/CELTA. Nonetheless, Khan (2011) notes that it is good for ESL teachers to have training or teaching certificates in ESL education however, this is not the only qualification required for one to be a successful and effective ESL teacher. He recommends that in a country like Saudi, part from having certificate related to English language training, ESL teachers should be equipped with sound methodology for ESL training (Khan, 2011). Gawi (2012) notes that age is a considerable factor when it comes to ESL education in Saudi Arabia. His perspective is based on the hypothesis that individuals who start learning a foreign language as an early stage of their life are bound to gain more proficiency that those who begin learning the language as a later stage of their life (Snow, 1993). Given that education is optional in Saudi Arabia and that Arabic is the most commonly used language in the country, it is plausible to conclude that some elderly individuals may lack proficiency in English and may seek to learn English as a second language. As a result, their starting age may somewhat influence their proficiency in learning English as a second language (Gawi, 2012). Another factor that influences ESL education in Saudi Arabia is the impact of the mother tongue. As a result of long –term and frequent use of the mother tongue, ESL learners in the country are bound to experience challenges when it comes to acquiring oral skills in English (Khan, 2011). According to Al Haq & Smadi (1996), there is a growing concern among Saudis that the increasing spread of English through ESL education will contribute to Westernization and the corruption of religious commitment especially among young people. Saudi citizens are extremely religious. Generally, Islam has a strong influence on the individual and collective beliefs and practices of Saudis. Hence there is a growing concern that ESL programs could change the attitude and outlook of learners regarding their national identity and religious beliefs. Consequently, the Saudi government has imposed rigid policies when it comes to learning of foreign languages. For instance, the use of contents portraying elements of westernization is disbanded in ESL programs in mainstream schools. However in their study, Al Haq & Smadi (1996) prove that ESL education does not necessarily contribute to westernization or either lead learners to forsake their religious beliefs or national identify. In fact learning English as a second language is considered as national and religious duty (Al Haq & Smadi, 1996). In as much as there are several challenges facing ESL education in Saudi Arabia, ESL programs have gained momentum in Saudi Arabia. Initially, most ESL education programs mainly catered for learners in oil rich regions. However, as a result of the advent of Information Technology and increasing trends of globalization in Saudi Arabia, ESL education in Saudi Arabia has become solid. Moreover, government support and funding has helped to boost ESL programs. For instance, many academic institutions incorporating ESL programs have emerged. In addition to this, many Saudi learners have gained interest in ESL education. Currently, a considerable number of Saudi students upgrade their education by taking up English as a second language (Bersamina, 2009). Conclusion Basically, this paper has examined the state of ESL education in Saudi Arabia. Based on a review of various relevant literatures it was established that, over the years English has become a global language of communication (Phillipson & Skutnabb-Kangas, 1996). As a result, non-English speaking countries such as Saudi Arabia had to learn and adapt to English in order to be at par with other countries around the world in terms of socio-economic development.Following the introduction of ESL education in Saudi Arabia, English has become a well established subject in Saudi Arabia. Moreover, with time, there have been a lot of significant changes and developments in the curriculum and teaching strategies used for ESL education in Saudi Arabia. For instance, the curriculum has changed to a more systematic curriculum depicting specific content, objectives and assessment techniques for ESL learners. Initially, the direct method and cooperative methods were used when teaching learners however, today an integrative approach is commonly used (Alharbi, 2008; Braine, 2005).Nonetheless, there are various challenges affecting ESL education in Saudi Arabia. Some of the key challenges include; the lack of effective training programs for ESL teachers, the lack of adequate competent teachers and rigid government policies (Al Haq & Smadi, 1996). References Al-Seghayer, K. (2005). Teaching English in the Kingdom of Saudi Arabia: slowly by steadily changing. In Braine, G. (Ed). Teaching English to the World: History, curriculum and practice. New Jersey: Routledge. Al Haq, F. & Smadi, O. (1996). “The Spread of English and Westernization in Saudi Arabia”. World Englishes 15 (3): 307-317. Alharbi, L. (2008). The Effectiveness of Using Cooperative Learning Method on ESL Reading Comprehension Performance, Students' Attitudes Toward CL, and Students' Motivation Toward Reading of Secondary Stage in Saudi Public Girls' Schools. West Virginia: ProQuest. Al-Hazmi, S. (2003). EFL Teacher Preparation Programs in Saudi Arabia: Trends and Challenges. TESOL Quarterly, 37 (2): 341-344 Aljumah, F. (2011). ‘Developing Saudi EFL students’ oral skills: An integrative approach’. English Language Teaching 4(3); 84-89. Alsamadani, H. (2009). The Relationship between Saudi EFL College-level Students' Use of Reading Strategies and Their EFL Reading Comprehension. Ohio: Ohio University Press. Al-Subahi, A. (1988). English in Saudi Arabia: History, approach and problems. IATEFL Newsletter, 100, August 7 Bersamina, F. (2009). English as Second Language (ESL) Learners in Saudi Arabia: A case Study. Retrieved on May 28, 2012 from Claus, G. & Frauke, I. (2006). ‘The Globalization of English and the English Language Classroom’. English Language Teaching Journal 60(2): 204-206. Ediger, M. (2010). Teaching English Successfully. New York: Discovery Publishing House. Hui, D. (2001). ‘The globalisation of the English language: Reflections on the teaching of English in China’. International Education Journal 2(4): 126-133. Gawi, K. (2012). The effects of age factor on learning English: A Case Study of Learning English in Saudi Schools, Saudi Arabia. English Language Teaching 5(1): 127-139. Khan, A. (2011). The Teacher of English: Pedagogic Relevance in Saudi Arabia. English Language Training 4(2): 112-120. McMullen, M. (2009). Using language learning strategies to improve the writing skills of Saudi EFL students: Will it really work? System 37, pp. 418-433. Phillipson, R. (2006). Language policy and linguistic imperialism. In T Ricento (Ed). An introduction to language policy: Theory and method. Oxford: Blackwell, 346-361. Phillipson, R. & Skutnabb-Kangas, R. (1996). ‘English only world-wide or language ecology?’ TESOL Quarterly, 30(3): 429-452. Snow, E. (1993). Bilingualism & Second Language Acquisition. Fort Worth, TX: Harcourt. Shaikah, M. (2005). Effects of training ESL Saudi female students on some reading strategies. Muncie, Indiana: Ball State University. Tam, K. & Weiss, T. (2004). English and Globalization: Perspectives from Hong Kong and Mainland China. Hong Kong: Chinese University Press. Tollefson, J. (2000). ‘Policy and ideology in the spread of English’, in The sociopolitics of English language teaching, J, Hall & W, Eggington (Eds), Clevedon, Great Britain: Multilingual Matters, pp. 7-21. Zaid, M. (1993). Comprehensive analysis of the current system of teaching English as a foreign language in Saudi Arabian intermediate schools. Doctoral dissertation, University of Colarado. Read More

This is mainly because, it is the only foreign language taught compulsory in most private and public learning institutions. It is alleged that ESL education was first introduced in Saudi Arabia in 1927. During this era, Saudi Arabia realised a significant expansion in its oil industry. This in turn prompted the government to initiate programs that would train citizens on how to communicate fluently in English so that they can facilitate oil trade with other foreign countries. In addition to this, it was necessary for the Saudi government to introduce ESL education in Saudi Arabia, so as to facilitate communication with millions of Muslims tourists who travelled to the Mecca for the annual pilgrimage (Al-Seghayer, 2005).

Al-Seghayer (2005) further notes that, following the introduction of ESL education in Saudi Arabia, English has become a well developed learning area with specific theoretical and instructional objectives. Basically, English teaching in Saudi Arabia is controlled and mediated by the “General Presidency of Girls’ Education” (GPGE) and the Ministry of Education. The instructional materials are developed by the department of curriculum development in both the GPGE and ME. These departments also plan instruction units and develop guides and standards.

Zaid (1993) observes that ESL teachers are often requested by these departments to provide suggestions that will improve the ESL curriculum in Saudi Arabia however, many do not take advantage of these opportunities because they lack adequate knowledge relating to curriculum planning, design, development and evaluation. Over the past seven decades, the ESL curriculum in Saudi Arabia has undergone a number of transformations. Initially, Saudi Arabia did not have a defined English curriculum.

The 1960’s witnessed the introduction of comprehensive curriculum referred to as “Living English for the Arab World” However, Al-Subahi (1988) criticised this curriculum citing that, it did not serve the needs and interests of learners in Saudi Arabia. In 1980, a new curriculum, “Saudi Arabian Schools English” for intermediate and secondary school levels was introduced by the government. It was believed that this curriculum responded better to the learning needs of ESL learners and as a result it was used for 15 years.

In 1990, this curriculum was revised and a new curriculum referred to as “English for Saudi Arabia” was developed. However, this curriculum was first used in 1995. The new curriculum incorporated four main components namely; objectives of the curriculum, instruction methods and assessment techniques. At the intermediate and the secondary level, the key objective of the curriculum is to equip learners with the necessary skills and knowledge such that they are able to read, speak, listen , write and understand English discourses.

This curriculum directs focus on four language skills namely, reading, writing, listening and speaking (Al-Seghayer, 2005). Nonetheless, Zaid (1993) notes that reading and writing are considered as the most important aspect of English education in Saudi Arabia thus emphasis is mainly directed towards teaching the English content rather than developing or enhancing the communicative competence of learners. As a result, Aljumah (2011) notes that a considerable number of Saudi students speak very little English and find it difficult to speak in class because they are verbally challenged when it comes to speaking English.

She recommends that, rather than placing a lot of emphasis on the content, ESL teachers in Saudi should employ an integrative approach that encourages students to participate, communicate and interact with each other in classroom discussions thus enabling ESL learners to develop effective oral skills in English (Aljumah, 2011). Another aspect of ESL education in Saudi Arabia relates to teacher preparation programs. Al-Hazmi (2003) notes that preparation programs for ESL teachers in Saudi Arabia is inadequate and non-systematic.

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