The structure of the EFL curriculum in Saudi Arabia

What are the historical developmental stages of the EFL curriculum in Saudi Arabia?

What are the major components of the Saudi EFL curriculum?

What are the features of the Saudi EFL curriculum?

What are the historical developmental stages of the EFL curriculum in Saudi Arabia?

From 1927 – 1959, there was no established curriculum although English was being taught in Saudi schools.

The early 1960s, witnessed the emergence of an actual comprehensive English curriculum.

Until 1964, eight classes a week.

1971, six classes a week.

1980, four classes a week.

Prior 1960 This period includes only the secondary school

(five years). Three textbooks entitled “Red Primer”, “Green

Primer” and “Reader 1-2” were used. The method of teaching was a reading approach

in order to improve students’ English reading ability.

1960 - 1978 In 1960, the secondary school was spilt into two levels:

intermediate and secondary, each lasting three years. The textbook used in the intermediate school was entitled

“Living English for the Arab World”, published by Longman. In the secondary school, a different set of textbooks were

used. The teaching method employed was the audio-lingual

method. Reason for changing: this textbook did not meet the

interests of Saudi EFL learners and the Saudi culture as well.

1979 - 1989 The textbooks used in the intermediate and secondary

school were entitled “Saudi Arabian Schools English”, published by Macmillan.

The teaching method employed was the Functional-National Approach.

Reason for changing: lack of improvement in the competency of Saudi EFL learners.

1989 - 2004 The textbooks used in the intermediate and

secondary school were entitled “English for Saudi Arabia”, published by King Fahd University of Petroleum and Minerals.

The teaching method employed was the Communicative Approach.

2004 The textbooks used in the intermediate and

secondary school were entitled “Say it in English”.

English was introduced in primary school to improve Saudi learners’ English.

What are the Components of the Saudi EFL curriculum? Objectives Content Teaching method Student evaluation techniques

Objectives To enable Saudi students to speak, read and

listen with understanding to basic contemporary English discourse and be able to write a connected passage about a simple subject or incident.

To give pupils enough knowledge of the language to help them in their chosen vocations and introduce them to the outside world.

Content The lessons addressed a variety of issues, met

students’ needs, interesting and easy to understand.

They included discussions on local culture as well as Islamic and international or target cultures.

The content was organised around both functions and notions by introducing students to grammatical rules and including vocabulary that is appropriate to students’ various levels of proficiency.

Teaching method

The teaching method should be: Be a student-centred. Employ a communicative approach to teaching

English. Include a wide variety of meaningful instructional

activities such as pair work, group work, role-playing and discussion exercises.

The aim of this approach is to develop the communicative competency of Saudi learners of English.

Student evaluation techniques At the primary school, students are evaluated in

32 language skills that they must acquire over the school year.

At the intermediate and secondary school, the total grade is divided into two halves.

What are the features of the Saudi EFL curriculum? Centralisation

The system of teaching English in Saudi Arabia is centralised and controlled by the Ministry of Education.

Length and intensity

English is the only language taught in schools in Saudi Arabia.

Materials

Printed instructional materials and non-printed materials.

The teacher’s guide, the student textbook and the student workbook.

Teaching methodology

The methods employed are largely the Audio-lingual Method and to a less extent the Grammar Translation Method.

Student needs and abilities

The students are unable to take part in a basic conversation or comprehend a simple oral command or written message.

The End