Implementation of New English Language Policy in Saudi Context: Perceptions, Challenges, and Remedies
DOI:
https://doi.org/10.17507/jltr.1405.22Keywords:
English language policy, teachers’ beliefs, EFL practices, curriculum/syllabus suitability, Saudi contextAbstract
With the advent of Saudi Vision 2030 implementation, the internationalization of the Saudi education system has invigorated significant alterations in teaching and learning practices specifically concerning English language teaching. Since the beginning of 2021, under the new language policy, English has been taught from Grade 1. The aim is to meet the persisting global educational, job, business, and linkage challenges by educating and training the youth in English as the focal tool for future advancement. However, the realization of these objectives depends on various sociocultural factors. The perceptions of the important stakeholders such as teachers, the suitability of the EFL curriculum, and the professional training of EFL teachers can perform a pivotal role in achieving or undermining these goals. Also, teaching practices in real contexts can pose multiple unforeseen challenges and hurdles. This research intended to explore the perceptions of EFL teachers in introducing English as early as grade 1, their practices, and the practical challenges this new policy poses in its effective implementation. To achieve the said objectives, a tailored-made questionnaire comprising quantitative and qualitative items was administered. The detailed analysis highlighted many aspects of concern such as the lack of professional training for EFL teachers, unsuitable and incompatible curriculum, neglection of communicative skills, etc.
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