Many may think that the controversy about teaching English has ended. A decision has been made to introduce the language into our elementary schools. Contrary to that opinion, the argument may have now begun in earnest. Education should not be allowed to become subject to emotions, either by those who wholeheartedly object to the idea based on incorrect assumptions or those who think English provides a magic solution to all our problems.
We ought to mention that the controversy over teaching English has been going on without the matter’s ever having been debated scientifically. The result is the absence of any reliable conclusions on which actions and decisions could be based.
I recently saw a study involving students at King Saud University in Riyadh and also at a Jordanian university. Students were asked for their opinion of English. Interestingly, 45 percent of the students interviewed said they would prefer their children to attend international schools where English was the language of instruction. Among the Jordanians 96 percent and the Saudis 82 percent thought Arabic was better for teaching religious and literary subjects while English was better for scientific subjects. They said this was because of the dearth of translation activity in the Arab world and the fact that scientific subjects are often written in English.
Many may be unaware that such opinions about Arabic reflect psychological rather than actual attitudes. Countries such as Armenia, with a population of only three million, as well as Turkey, Indonesia and the two Koreas all teach scientific subjects in their native languages.
While preferring to have their children taught in English rather than Arabic, the students also expressed the idea that English would broaden their horizons and allow them a better chance to excel in cultural and general knowledge subjects that do not rely on memorization. It is also important for the job market.
From a social perspective, people look favorably upon those with a good command of English. At the same time, Arabic has many advantages over English in certain areas; this was illustrated by a study of two groups of students, one studying medicine in English and the other studying medicine in Arabic. The study revealed that comprehension was higher among the students studying in Arabic.
At King Saud University, 60 percent of the students said they were more comfortable and understood more if the lecture was in Arabic. Studying in English cost them more time and effort whereas teaching in Arabic would save them about half the time they spend in trying to understand the subject.
The studies show that Arab countries are wasting huge resources trying to address the problem of weak performance by their students as a result of studying in languages other than Arabic. It is a matter that calls for a serious review of educational priorities.
