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Arab News
May 2 2004
English Versus Arabic
Bushra Al-Subaie - Al-Watan
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.
May 2 2004
English Versus Arabic
Bushra Al-Subaie - Al-Watan
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.