The Discourse of Global English and its Representation in the Saudi Context: A Postmodernist Critical Perspective

Abstract

Drawing on a postmodern critical inquiry, this chapter attempts to relate aspects of English language education to broader sociopolitical issues in Saudi Arabia. It examines the global spread of English and its role in shaping English language education policy and practice in public education and reports on findings obtained from a group of Saudi English language teaching (ELT) teachers and students. A qualitative approach has been adopted, in which two methods of data collection are used: documentary analysis and semistructured interviews.The study carries a moral and ethical dimension as it aims to empower the participants, both students and teachers, and to open up the practice of English language education to new possibilities. Through problematizing practices, the study seeks to prompt participants to rethink basic notions about the phenomenon of global English by “estranging” the familiar.

The study is best seen as part of the current debate over the hegemony of global English vis-à-vis postcolonial relationships and domination. It should be noted here that the intention in carrying out the present research was not to undermine the role that English language can play in furthering the potential of Saudi students to effectively contribute to the social growth of their nation. Rather, the aim was to initiate a debate about issues that have been taken for granted by calling into question any attempt to establish the dominance of English over Arabic, and consequently, contributing to the marginalization of the latter.

Conclusion

It seems fair to conclude that the increasing reliance on English language in the Saudi context , particularly as a medium of education, is relegating Arabic to a second-class status. If this process is to be challenged, special efforts need to be made to strengthen the position of Arabic. However, this step will only become meaningful if the negative attitudes towards Arabic as a medium of instruction and as a language of science which are held by students, parents, teachers, policy makers and all individuals involved in the educational process are confronted and changed. This sociolinguistic issue needs to be a priority in the Saudi context, over and above any purely linguistic and/or economic aspects. This change will first require raising the importance of Arabic across Saudi society and stressing its potential in contributing to social and economic advancement. The use of the Internet, visual and written press and other types of media can in effect facilitate this. This development could be initiated by government bodies such as the Ministry of Culture and Information, the MoE, the Ministry of Youth and the Ministry of Higher Education as well as nongovernment agencies in the private sector such as privately owned media. For example, the Ministry of Culture and Information should encourage those working under its capacity, whether in radio broadcasting services, written or visual mass media, to seriously consider using modern standard Arabic and avoid all forms of superfluous code mixing between Arabic and English. This should not be seen as a discretionary role of their profession. Rather, local radio and TV presenters and newspaper writers should be aware that doing so is an ethical action and a legitimate part of their ethical and moral responsibility towards society.

In addition, the MoE should collaborate with the Ministry of Culture and Information to produce educationally oriented programs in Arabic with the aim of attracting the attention of school-age children and cultivating their interest in their mother tongue. This could also be achieved through use of the Internet. Indeed, as it has become part of the everyday life of Saudi youth, the Internet could be an invaluable asset in achieving this aim. Such a proposal is feasible in the sense that it is consistent with the new tendency by the MoE to bring the latest educational technologies into schools, such as smart classrooms and the student’s electronic book box. Therefore, in addition to the above, school students should be introduced to the increasing number of websites with rich Arabic content which, in addition to educational materials , offer different types of culturally sensitive entertainment for children of different ages. One way this could be achieved is to compile these websites in collaboration with King Abdul-Aziz City for Science and Technology (KACST) as the government body which oversees the use of the Internet in the country. The MoE should then make these websites accessible to students by listing them on its main webpage. Because new similar websites often emerge and existing ones disappear or become outdated, the list should be updated by KACST at adequate intervals. That said, students’ use of the Internet should not be limited to this list. They should be introduced to online search engines and given hands-on experience in using keywords in order to be able to create their own lists. This could be fostered by parental supervision at home.

The school has another major role to play in the preservation of Arabic. In addition to improving the quality of Arabic language teaching methodology, this role also entails consolidating the position of Arabic at school. One way to do this is to draw the students’ attention to the importance of their mother tongue not only as a main component of their Arabic and Islamic identity also but as a language with universal character and the ability to assimilate emerging technological and scientific advancements. Students need to be encouraged to feel proud of Arabic and attend open days organized at schools specifically for this purpose. Indeed, the latter could also contribute to promoting a reading culture among Saudi students. Students’ skills in Arabic should be nurtured through enriching their knowledge in the core skills such as reading, writing, speaking and critical thinking . According to Al-Hazmi (2005) , developing these skills “can be positively transferred to English language and other disciplines” (p. 501).

Similarly students need to be aware of the importance of English and be encouraged to learn it as a means to reach their goals rather than an end in itself. Teachers should equip their students with different ways in which they can appropriate it. One way to do this is by contrasting students’ own culture with the English-speaking cultures. Zughoul (2003) argues that “in the face of the hegemonic character of English, there is the need to empower the learner to build more confidence in his culture through his exposure to another” (p. 133). In addition, this will not only enhance their understanding of the cultures of other speakers of English but will also contribute to bridging the gaps between these cultures and the local culture. Put differently, empowering students to talk about their local culture and other cultures will help them to better develop an attitude of tolerance and respect towards difference.