English Language Teaching

in Saudi Arabia:
An Introduction

Yousif A. N. Alshumaimeri
© Yousif A. Alshumaimeri , 2019
King Fahd National Library Cataloging-in-Publication Data

Alshumaimeri, Yousif
English Language Teaching in Saudi Arabia: An
Introduction. / Yousif Alshumaimeri - Riyadh , 2019
136p ; 148 × 210cm

ISBN: 978-603-03-2738-6

1- English language - Study and teaching

|- Title
428.241 dc 1441/3562

L.D. no. 1441/3562

ISBN: 978-603-03-2738-6
King Saud University Press
 Chapter
2
English Language Teaching in Saudi Arabia: An Introduction

The English Language in Saudi Arabia

This chapter:
• Introduces the context of the English language in Saudi Arabia,
• Describes the teaching of English in different levels of education, and
• Introduces the goals and objectives of teaching English at different education-
al levels in Saudi Arabia.

English in Saudi Arabia

Saudi Arabia is the largest of the Arab World countries and it has the stron-
gest economy among them. Saudi Arabia is also a developing country that strug-
gles significantly to catch up with developed ones.

Administration of Education in Saudi Arabia

The administration of the educational system in the Kingdom of Saudi Ara-
bia is highly centralized. All educational policies are subject to government
control and supervision by the Ministry of Education. Curricula, syllabi, and
textbooks are uniform throughout the Kingdom. The education system has five
divisions: kindergarten for children from three to six years old, elementary (6-11
years), intermediate (12-14 years), secondary (15-18 years), and university level
(typically 19-24 years, depending on the subjects studied, and the form of higher

23
English Language Teaching in Saudi Arabia: An Introduction

education). The secondary stage, a three-year period following the intermediate,

is the final phase of general education in the Kingdom. Students are admitted to
this stage if they have obtained the intermediate stage certificate. Normally, stu-
dents join secondary stage education between the ages of 15 and 18 years.
In 1953, when the Ministry of Education was first established, there were
10 male secondary schools, with 133 teachers and 1,315 students. These figures
increased to 3264 schools, 49612 teachers and 587141 students by the year 2017
(Ministry of Education, 2019) and the numbers continue to grow rapidly. Sec-
ondary school is considered the most important period in the general education
ladder because students who successfully complete this stage are eligible to join
any higher education institution.

The Higher Committee for Educational Policy (1980) stated that the ulti-
mate purposes of education in Saudi Arabia are to:
• Have the student understand Islam in a correct and comprehensive manner;
• Plant and spread the Islamic creed;
• Furnish the student with the values, teaching, and ideals of Islam;
• Equip students with various skills and knowledge;
• Develop students’ conduct in constructive directions;
• Develop the society economically, socially, and culturally; and
• Prepare the individual to become a useful member in the building of his com-
munity.

24
English Language Teaching in Saudi Arabia: An Introduction

Article 28 shows that the goal of education is to create citizens who fit into
their society. In other words, the emphasis is on socialization, the need to mold
people to meet the requirements and expectations of society.
Other articles in the education policy document set out the principles under-
lying the stated objectives of Saudi Arabian education. These principles are:
a) The belief in Allah as our God, Islam as our religion, and the Prophet Mo-
hammed’s message (peace be upon him).
b) The complete Islamic visualization of the universe, man, and life.
c) The individual’s duty is to learn, and the government’s duty is to
provide education,
d) Females’ right to suitable education is equal to that of males,
e) Education at all stages should be connected with the general
development plans, and
f) The Arabic language is the language of instruction
(The Educational Policy in the Saudi Arabian Kingdom, 1980).
The official goal of education in KSA is to prepare citizens to reach their
religious and secular goals and to contribute to the challenges and ambitions of
the nation (Alajaji, 2002).

Varieties of English
In Saudi Arabia, English is spoken as a foreign language and the ability to
communicate in English is not essential for most citizens in their daily lives.
English does, however, serve a number of instrumental purposes. For many
individuals, it is a communication tool for trade, business, and travel, and for
interaction with the many expatriate workers in KSA who come from countries
where English is a second language or lingua franca. At a national level, the
economy has grown rapidly in recent decades and the Kingdom has become an
important market for countries in South Asia, Southeast Asia, and Europe. More-
over, KSA now plays an increasingly important political and economic role in
the world through its participation in international organizations such as the UN

25
English Language Teaching in Saudi Arabia: An Introduction

and the World Bank, and its membership in the world’s twenty most powerful
economies (G20). English is the primary means of communication in support of
the above activities (Alshumaimeri, 2010). Today, English is increasingly used
as the medium of instruction for some subjects at the tertiary level in education,
such as medicine, engineering, and computer studies, and English proficiency is
becoming essential in many majors for those wishing to study at a higher degree
level (Alshumaimeri, 2010).

Figure 1: Adapted from Kachru’s three-circle model of World Englishes (1992)

Language Circles
To better understand what this means, one might refer to Kachru’s concept
of three concentric circles, representing “the types of spread, the patterns of ac-
quisition and the functional domains in which English is used across cultures and
languages” (1985, p. 12). The inner circle is composed of such countries as the
UK, the US, Canada, Australia, and New Zealand, where English is the primary
language. In the outer circle, English is used widely for internal (intranational)
purposes, i.e., English as a second language, such as in India and Singapore. As
an EFL (English as a foreign language) country, Saudi Arabia belongs to the
third, expanding circle, where English is used as a tool of communication, trade,
business, diplomacy and travel, and as a medium in higher education. Strevens

26
English Language Teaching in Saudi Arabia: An Introduction

(1969) divides the use of English as a non-native language into two categories.
In an English-using community where English is a secondary language for most
or all of the users, its status will be one of two possible types: it will be either be
a foreign language or a second language. English is a foreign language within
a community when it has no special standing but is simply “just another lan-
guage”; whereas, English is a second language when it has special standing; such
as being acceptable in the courts of low, being the medium of instruction in major
sectors of educational system, being used in regional or national administration,
being commonly used on radio or television, and where there are major newspa-
pers published in English.
A further distinction was made by Kachru (1992) between English as a sec-
ond language and English as a foreign language. The second language varieties
of English are “essentially institutionalized varieties,” as in India and Nigeria.
The foreign language varieties are primarily performance varieties as in Saudi
Arabia and Japan. This distinction is also important with reference to the roles
and functions of English in the educational, administrative, and sociocultural
context of a country in which English is used as a non-native language.
It is well-known that English has been taught in Saudi Arabia since 1927-
1928, before the establishment of the modern Kingdom of Saudi Arabia in 1932
(Alseghayer, 2011; Alsubahi, 1989). However, there was no official school cur-
riculum until 1959-1960 when the first comprehensive curriculum was estab-
lished, and the intermediate school was introduced. English was then considered
an official subject with specific aims and a syllabus (Alseghayer, 2011; Wedell &
Alshumaimeri, 2014).

Goals of Teaching English in Saudi Arabia

According to the syllabi document (Ministry of Education, General Direc-
torate of Curricula, 2002), the general goals of English teaching are:
1. Students should be able to develop their intellectual, personal, and pro-
fessional abilities.

27
English Language Teaching in Saudi Arabia: An Introduction

2. Students should be able to acquire basic language skills (listening,speak-

ing, reading, writing).
3. Students should be able to acquire linguistic competence necessarily re-
quired in various life situations.
4. Students should be able to acquire the linguistic competence required in
different professions.
5. Students should be able to develop their awareness of the importance of
English as a means of international communication.
6. Students should be able to develop positive attitudes towards learning
English.
7. Students should be able to develop the linguistic competence that enables
them to be aware of the cultural, economic, and social issues of their so-
ciety in order to participate in their solutions.
8. Students should be able to acquire the linguistic competence that enables
them, in the future, to present and explain the Islamic concepts and is-
sues, and participate in spreading Islam.
9. Students should be able to, linguistically, present the culture and civili-
zation of their nation.
10. Students should be able to, linguistically, benefit from English-speaking
nations, in order to enhance the concepts of international cooperation to
develop understanding and respect of cultural differences among nations.
11. Students should be able to acquire the linguistic basis that would enable
them to participate in transferring other nations scientific and technolog-
ical advances of other nations.
From these general goals, the aims for teaching English in the secondary and
intermediate stages were derived.

28
English Language Teaching in Saudi Arabia: An Introduction

General Aims of Teaching English for the Intermediate Stage

By the end of the intermediate stage and within the assigned structures and
vocabulary of this stage, pupils should be able to:
1. Learn the basics of the English language to form the foundation for its
mastery in the future.
2. Use the basic structures of English.
3. Learn the assigned vocabulary enabling them to express themselves in
different life situations.
4. Listen to and understand the English language.
5. Express themselves orally using correct English.
6. Read and understand written English materials.
7. Write a short guided paragraph correctly.
8. Appreciate the importance of English as an international language
of communication for introducing Islam, our culture, and our cultural
achievements to others.
9. Appreciate the importance of English as an international language of
communication to benefit from the achievements of other cultures in ac-
cordance with Islamic teachings, through texts representing various life
situations.

29
English Language Teaching in Saudi Arabia: An Introduction

The General Aims of Teaching English for the Secondary Stage

By the end of the Secondary Stage and within the assigned structures and
vocabulary of this stage, students should be able to:
1. Use English language structures and analyze them to understand the re-
lationships among them.
2. Learn the assigned vocabulary, idioms, and expressions and understand
their meanings in context.
3. isten to comprehend English texts and distinguish between different in-
tonations.
4. Participate in conversations and discussions using proper English.
5. Read and comprehend English texts through different reading types (e.g.,
reading aloud and silent reading) and reading strategies (e.g., scanning,
skimming).
6. Write a free essay of three paragraphs using correct English.
7. Translate English texts into Arabic.
8. Realize the importance of English in the local job market.
9. Appreciate the importance of English as an international language of
communication, and for introducing Islam, our culture, and our cultural
achievements to others.
10. Appreciate the importance of English as an international language of
communication to benefit from the achievements of other cultures in ac-
cordance with Islamic teaching, through texts representing various life
situations.

30
English Language Teaching in Saudi Arabia: An Introduction

Development in the Last Two Decades

Since the 1990s, there has been a growing sense within Saudi Arabian soci-
ety that those graduated from the school system are failing to reach the expected
level of proficiency in all subjects, especially English. Teachers in English class-
rooms (like those in other subjects) continue to use a traditional, teacher-centered
approach emphasizing rote learning and knowledge transmission. English learn-
ers rarely have access to the kind of encouraging classroom atmosphere and in-
teractive practice opportunities that are considered helpful for the development of
communication skills. While the curriculum expects Saudi secondary graduates
to have learned 3000 words after seven years of English instruction, Alnujaidi
(2003) suggested that their actual English vocabulary was around 500 to 700
words, and a 2006 survey by the Saudi Arabian newspaper Al Jazirah claimed
that 87% of Saudi learners are graduating from public high schools without the
expected level of English language proficiency (as cited in Hannah, 2006).
Throughout the 1990s, the Ministry of Education was under sustained pres-
sure from society, students and their parents, and the Saudi business and indus-
trial communities to improve educational outcomes, including English. Evidence
of such pressure can be found in the numerous articles published in the media
of that period (e.g., Alsweel, 1993; Algaeed, 1996; Alhaweel, 1998; Altorairy,
1998; Almaneea, 1999; Almulhim, 2001).

31
English Language Teaching in Saudi Arabia: An Introduction

As a result, the Ministry’s organizational plan was revised in 1998, and the
authority was revitalized by bringing highly qualified people into all key posi-
tions in the Ministry. The Ministry then made a plan designed to bring about
far-reaching reform in the Saudi educational system. This reform would be ap-
plied in all divisions of the Ministry’s activities, such as teacher training, curric-
ulum development, the school environment, and so on. Within this reform, the
Ministry of Education was planning to introduce English and computer literacy
at the elementary stage (Alawwad, 2002).
These plans retriggered the old debate from the 80s that involved educa-
tional specialists, as well as the media and the general population, regarding the
introduction of English at early ages. There were two main extreme views (Add-
amigh, 2011).
The proponents of teaching English at an early age (Mandoura, 1994) called
for introducing English in the first grade of elementary school or in kindergar-
ten. Reasons supporting this included the belief that language is best acquired at
an early age because the pace of language learning is faster at an early age and
learning becomes more difficult with age. Some proponents also pointed out that
the Saudi experience of teaching English at the intermediate and secondary level
was not successful and that many countries had started teaching a foreign lan-
guage at the elementary level. Because language can profoundly influence how
people see the world, proponents also argued English could have a role in the
development of an individual’s culture from an early age. English represented a
means for advancement in science and technology and learning it would allow
Saudis to be active participants in the era of globalization (Addamigh, 2011).
The opponents of English language teaching at an early age (Alshammary,
1989; Alshekhibi, 1991) argued that such teaching has negative consequences.
Although the relationship between culture and language is beyond the scope of
this argument, it is important to note that the larger cultural arguments against ear-
ly English learning include the belief that the Arabic language must be taught and
emphasized first at the elementary level with no interference, because it builds an

32
English Language Teaching in Saudi Arabia: An Introduction

individual’s identity; the interest of students may favor English which will affect
the teaching of Arabic negatively; the culture associated with the English lan-
guage is different from the Saudi’s in regards to some social values; students may
be affected and cling to the foreign culture; and innovations and creativity in the
making of civilization should be accomplished using the national language, not a
foreign language (Addamigh, 2011; Alnofal, 2002). Other positions included the
belief that English language teaching requires significant spending and budget
for a subject matter that is not necessary; there are countries that do not allow the
teaching of a foreign language at the elementary level; English is not a language
of communication among Saudi society; and elementary students already face a
problem of duplication of Arabic (Colloquial and Classical) and the introduction
of English would lead to mixed language usage (Colloquial Arabic and English)
(Addamigh, 2011; Aljemhor, 2009; Alshethri, 2002).
The ministry of Education presented suggestions to the Saudi Ministerial
Council to start teaching English at early levels in primary schools. According to
Alrasheed (2011), this was based on discussions, negotiations, and experts’ con-
sultancies. However, a major objection to this step was due to fears of negative
effects on L1, the classic Arabic language, which is taught only in schools and
not used at home (Alrasheed, 2001; 2011). The Ministerial council directed the
Ministry to start from the upper levels of primary school and consider it an ex-
periment to be under evaluation for possible expansion, if it were successful and
negative effects were avoided (Addamigh, 2011; Alrasheed, 2011).
The ministry developed new plans to start teaching English from the fourth
grade of primary school. The ministry also signed contracts with foreign inter-
national publishers and consultants to develop the new curricula, prepare the
materials, and train the teachers and supervisors (Alawwad, 2002). One exam-
ple of their preparation was conducting a two-week training program in the UK
on teaching English to young learners for 42 selected supervisors who would
lead the implementation process in their regions and cities. The plan was to start
teaching English at the 4th Grade level for two lessons a week and then gradually

33
English Language Teaching in Saudi Arabia: An Introduction

implement it in the subsequent levels beginning with the 2002 academic year.
According to Alawwad (2002), this implementation was considered an ex-
periment and if any negative effects were found on L1, and other subjects, the
experiment would be suspended. However, the public raised more objections
to the plan for many of the reasons indicated above, including possible effects
on L1, the significant expense, and fear of westernization (Althunayyan, 2011;
Alshethri, 2002; Alrasheed, 2011). Some thought that this plan was only a re-
sponse to western media, for example, a Washington Post 2003 article praising
Qatar’s education reforms (Alseghayer, 2011). A compromise was reached after
the objections were studied by the Supreme Council of Education Policy, which
then recommended that English be taught from Grade 6 with two lessons a week
and the implementation studied thoroughly and evaluated before any decision
was made regarding expansion. Based on these recommendations, the Ministe-
rial Council decided in 2003 that English would be taught beginning at year 6,
with two 45-minute lessons per week (Addamigh, 2011; Alrasheed, 2011; Alshu-
maimeri, 2011; Dabas, 2005).

The ministry abandoned the original plans for the fourth grade and decided
to introduce (Alshethri, 2002; Alzoman, 2004) English in Grade 6, starting in the
academic year 2004. There is no record of any adaptation to the curriculum to in-
clude English in the primary stage. However, a group of ministry officials revised

34
English Language Teaching in Saudi Arabia: An Introduction

the general aims of teaching English in Saudi Arabia and added the primary stage
general aims (Addamigh, 2011; Alshumaimeri, 2011).
There was only a six-month period between the Saudi Ministerial Council
decision and the actual implementation in 6th-grade primary (Alrefaie, 2011;
Alzoman, 2004), which required the Ministry of Education to rush its operation
in an improvised way. The first problem the ministry dealt with was recruiting
teachers because the course was newly introduced+ and no teachers of English
for primary schools were available. The ministry contracted foreign teachers
(mostly Arabs), transferred hundreds of intermediate and secondary teachers to
the elementary schools, and recruited newly-graduated English teachers or teach-
ers with higher degree diplomas in English (Alawwad, 2002; Alrefaie, 2011; Al-
zoman, 2004).

There were no teacher preparation programs and the initial plan to requalify
English teachers was not implemented, although a few three-day short courses
and workshops were conducted for selected teachers in the summer. No training
was available for those who transferred from the secondary to the primary stage.
This poor teacher preparation resulted in a lack of qualified teachers (Alkarood,
2009; Alrefaie, 2011; Alsaad; 2004).

35
English Language Teaching in Saudi Arabia: An Introduction

To cover the shortage, teachers of both genders were expected to teach in

more than two schools at once, some in primary and intermediate or secondary
stage together (Alghadeer, 2008; Ali, 2007; Alzoman, 2004). Teachers felt that,
because they were scattered among schools, they could not work effectively (Al-
ghadeer, 2008; Ali, 2007). Many schools in rural areas and some cities did not
have teachers, so teachers of other subjects tried to cover teaching English, and
some schools did not introduce English in the first year of implementation be-
cause there were no teachers (Alrefaie, 2011).
The second problem that the ministry had to deal with was curriculum and
material development. At the time, all curricula of all subjects were under devel-
opment and were developed to be in harmony with each other (Alawwad, 2002;
Alshumaimeri, 2010). The first curriculum document developed did not consider
teaching English in the primary stage and was then adapted to include the prima-
ry stage starting from the fourth grade. However, when the decision was made to
teach English beginning in Grade 6, there was no time to adjust the curriculum
and the focus was on textbook and material design.
A group of ministry officials and supervisors set up the first general aims to
teach English in the primary stage (Addamigh, 2011). The general objectives of
teaching English at the elementary level include learning the basics of the En-
glish language, using basic structures, learning the core vocabulary assigned for
each stage, listening to and understanding simple English language, oral expres-
sion using simple English language, reading and understanding simple materials,
and writing simple guided sentences. In addition, the stated objectives include
developing an appreciation of the importance of the English language as an in-
ternational language of communication, as well as a language for introducing
Islam, the Islamic nation’s culture, and the cultural achievements of Muslims to
other nations.

36
English Language Teaching in Saudi Arabia: An Introduction

The textbook was written by the ministry group who had no experience in
material writing. The textbook covered 160 easily spoken and recognized words
from the most common words of the semantic fields, such as father, mother,
brother, sister. The words were associated with images to help with understand-
ing their meaning. Each lesson presents seven new words and short sentences for
objects and attributes around the students (Alshumaimeri, 2011). The student’s
textbook and workbook were developed first, then the teacher’s book and oth-
er supplementary materials were developed, such as flashcards, posters, audio
tapes, and CDs. These supplementary materials were developed and supplied
gradually through the first and second years of implementation.
A lack of sufficient supplementary materials and poor-quality materials were
criticized by teachers and supervisors, however (Alrefaie, 2011; Alshumaimeri,
2011). The textbook was also criticized by teachers and supervisors for sever-
al reasons, such as not being in harmony with the curriculum (Alrefaie, 2011;
Alshumaimeri, 2011). There was no provision for assessment. It started with ex-
ams in the first year with marks divided according to the supervision directorate.
An ongoing assessment form was developed by the supervision directorate and
used in the following years (Addamigh, 2011; Alrefaie, 2011; Alshumaimeri,
2011). The ongoing assessment was also criticized by supervisors and teachers
as not being in harmony with the textbook (Alhadhan, 2006; Alseghayer, 2011).

37
English Language Teaching in Saudi Arabia: An Introduction

No parents or social awareness-raising programs were carried out to pre-

pare the Saudi society for such a change. This resulted in complaints by teach-
ers and supervisors that parents were not cooperating with schools regarding
this subject (Alhadhan, 2006; Alrefaie, 2011). Some school headmasters were
also not cooperating and did not consider English a compulsory subject in their
schools, as supervisors indicated (Alrefaie, 2011). Public criticism in the media
continued regarding the implementation of English in the primary stage, with
some considering it a waste of human resources, time, and money (Althunayyan,
2011). Others thought that the ministry failed to address the real problem of why
students who studied English for six years did not have positive outcomes, and
instead expanded teaching to the primary stage in a hasty manner.

Despite the critics, the Saudi Ministerial Council decided in April 2011 that
English should be expanded in the primary schools to start from grade 4, with
gradual implementation and the recruitment of highly-qualified teachers. The
implementation of English in the fourth grade started in September 2011 in less
than 30% of primary schools around the country (Almajdoai, 2011). Before this
decision, the ministry ran a three-year pilot study teaching English starting in the
fourth grade in a number of selected schools, in cooperation with international
publishers who provided the curriculum, materials, and training for supervisors
and teachers. Similarly, the Ministry of Education in Saudi Arabia will run a pilot
study of teaching English in the second and third grades in some public schools,
starting from January 2019, with a hope that this experiment will have some suc-

38
English Language Teaching in Saudi Arabia: An Introduction

cess before the Ministry generalizes it across the country.

In 2014, a new syllabus document was published. The principles underlying
the syllabus are as follows:
1. Language is used for communication; teaching a language involves en-
abling learners to interact socially in a variety of situations and contexts.
This is optimally achieved through the integration of the four skills of
speaking, listening, reading and writing.
2. Learners’ needs and abilities must be taken into consideration.
3. Learners have different individual learning styles.
4. Learners should be involved in meaningful, interactive tasks for opti-
mum effectiveness. (Ministry of Education, 2014, p. 9).

Finally, The government of Saudi Arabia has always put education as one
of its priorities. The English language subject in public schools received an am-
ple amount of care and attention through the years. The development of teach-
ing English in Saudi Arabia public schools took different shapes over the years.
Nowadays, with the 2030 Vision of the Kingdom, the English language subject
received more attention. World-leading publishers took the responsibility of au-
thoring textbooks suitable for the Saudi Context. The English language subject
will be introduced officially from grade one in elementary schools by the year
2022. The question that arises with all these developments in the last two de-
cades is How the Ministry of Education will manage this change process to reach
positive results.

39
English Language Teaching in Saudi Arabia: An Introduction

Activities

Activity One:
Work in groups of 3-4 students and search the curriculum of
teaching English in Saudi Arabia for the different education
stages to find the objectives of teaching English.

Activity Two:
Work in groups of 3-4 students and search the literature to find
suggestions to improve the situation of teaching English for
different stages.

Activity Three:
1. Why is the English language important?
2. The English language is the first language of the countries
, …………………., ………………, and …………………….

Activity Four:
How important is the English language in the Saudi context?
What do you think?

Activity Five:
Which of the following is the best summary of the general goals
of teaching English in Saudi Arabia?
a. To make students fluent in a near-native level
b. To better understand the culture of the English-speaking
societies
c. To better perform in international and global scenarios
d. To conduct business more easily
e. To present their culture and participate more easily in
international settings

40