Yasser Alsuhaibani , Sultan Altalhab , Simon Borg , Rezan Alharbi
{"title":"15年沙特小学英语教学经验:主管和教师的视角","authors":"Yasser Alsuhaibani , Sultan Altalhab , Simon Borg , Rezan Alharbi","doi":"10.1016/j.linged.2023.101222","DOIUrl":null,"url":null,"abstract":"<div><p>In 2004 English became a compulsory subject in the primary curriculum in Saudi Arabia, yet analyses of this reform have been limited. This mixed methods study examines the perspectives on the primary English reform of 504 long-serving ELT professionals. Based on interviews and questionnaires, the study concludes that respondents were largely supportive of the policy to start English early; they believed it had a positive effect on levels of English among Saudi state school pupils, even though it was also felt that the official targets stipulated by the Ministry of Education were over-ambitious. Most respondents believed, too, that teaching English in primary school had allowed pupils to develop more positive attitudes to English. Despite these positive views about the 2004 reform, it was also felt that primary ELT in Saudi Arabia was still characterised by a number of challenges, particularly regarding the lack of specialised teacher preparation, demanding textbooks and the limited time allocated to English in the curriculum. It is recommended that addressing such challenges should be an important element in any reforms, particularly given the recent decision in Saudi Arabia to introduce English from Grade 1.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"15 years’ experience of teaching English in Saudi Primary Schools: Supervisors’ and teachers’ perspectives\",\"authors\":\"Yasser Alsuhaibani , Sultan Altalhab , Simon Borg , Rezan Alharbi\",\"doi\":\"10.1016/j.linged.2023.101222\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>In 2004 English became a compulsory subject in the primary curriculum in Saudi Arabia, yet analyses of this reform have been limited. This mixed methods study examines the perspectives on the primary English reform of 504 long-serving ELT professionals. Based on interviews and questionnaires, the study concludes that respondents were largely supportive of the policy to start English early; they believed it had a positive effect on levels of English among Saudi state school pupils, even though it was also felt that the official targets stipulated by the Ministry of Education were over-ambitious. Most respondents believed, too, that teaching English in primary school had allowed pupils to develop more positive attitudes to English. Despite these positive views about the 2004 reform, it was also felt that primary ELT in Saudi Arabia was still characterised by a number of challenges, particularly regarding the lack of specialised teacher preparation, demanding textbooks and the limited time allocated to English in the curriculum. It is recommended that addressing such challenges should be an important element in any reforms, particularly given the recent decision in Saudi Arabia to introduce English from Grade 1.</p></div>\",\"PeriodicalId\":47468,\"journal\":{\"name\":\"Linguistics and Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2023-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Linguistics and Education\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0898589823000815\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Linguistics and Education","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0898589823000815","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
15 years’ experience of teaching English in Saudi Primary Schools: Supervisors’ and teachers’ perspectives
In 2004 English became a compulsory subject in the primary curriculum in Saudi Arabia, yet analyses of this reform have been limited. This mixed methods study examines the perspectives on the primary English reform of 504 long-serving ELT professionals. Based on interviews and questionnaires, the study concludes that respondents were largely supportive of the policy to start English early; they believed it had a positive effect on levels of English among Saudi state school pupils, even though it was also felt that the official targets stipulated by the Ministry of Education were over-ambitious. Most respondents believed, too, that teaching English in primary school had allowed pupils to develop more positive attitudes to English. Despite these positive views about the 2004 reform, it was also felt that primary ELT in Saudi Arabia was still characterised by a number of challenges, particularly regarding the lack of specialised teacher preparation, demanding textbooks and the limited time allocated to English in the curriculum. It is recommended that addressing such challenges should be an important element in any reforms, particularly given the recent decision in Saudi Arabia to introduce English from Grade 1.
期刊介绍:
Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.