The English of Saudi university graduates is very poor. Since the labor market in the Kingdom largely depends on foreign manpower, English has necessarily become the language of business. Anyone who does not master English will be in a weak position when competing for a job. His or her chances for progressing in terms of career will be severely compromised.
Faced by this situation, some Saudi universities that could not improve their preparatory year for teaching English have thought of a more radical step to confront the problem: To make English the medium of instruction for specializations that are in huge demand in the labor market. If this proposal is implemented, we could face a cultural catastrophe. This proposal is not the solution to the problem for the following reasons:
• Such a drive shows a lack of understanding of the real problems undermining our education system. The question is not only the weakness in comprehending English but complete deterioration of all other subjects. The fact that students do not know good English is only a symptom, not the core problem. Therefore, solutions to the problem should be deeper and more comprehensive than just making English the medium of instruction for courses in humanities. Whoever believes this to be the correct remedy will be like the one who tries to treat chronic diseases using painkillers.
• Technical colleges where subjects such as engineering and computer science are taught have not ensured that their students have a good grasp of the language before making English the medium of instruction. Most graduates of these colleges will be placed in the lower levels of English learning institutes when sent abroad for higher studies. This is clear evidence that their English vocabulary is limited despite it being the medium of instruction. Even demonstrators who are sent abroad by our universities are put in the lower levels of English teaching institutes. This is further proof that there is a bigger and deeper problem in our education system. It also proves that making English the medium of instruction in our universities will not resolve the weaknesses and problems of our education system.
• Making English the medium of instruction might be necessary in specializations such as medicine, engineering and computing because it would be difficult for anyone who does not know English to cope with new developments. With regard to other subjects, there are plenty of textbooks in Arabic. Translating new books in these subjects would cost less than teaching them in English. This would also enrich our Arabic language.
• Assuming faculty members who studied in the US or other English-speaking countries are capable of teaching in English is totally wrong. They may, on the contrary, cause a negative effect on their students.
• Knowing or mastering the English language is of paramount importance but not to the extent of submerging our cultural identity. By making English the medium of instruction, we will be making dead our own language. Japan and South Korea have not achieved progress by phasing out or marginalizing their national languages. They have, instead, adopted an ambitious translation program that enriched their languages. The deficiency of English has not deterred the Japanese and Koreans from excelling in all spheres of knowledge while at the same time preserving their cultural identity.
The catastrophic situation of our education system requires a comprehensive analysis to diagnose the shortcomings and find solutions. The search for solutions through a trial-and-error method will not take us anywhere.
By Abdulrahman Al-Sultan
© Arab News 2009
