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قديم 12-12-2010, 12:09 PM   #1
وووهـ بس
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English Curriculums in Saudi Schools

English has been taught in Saudi schools since 1927. And since then English curriculums have shown a rapid positive rise in every aspect. In books, the methods of teaching, and hiring technology to make learning smoother and easier.

There are some people that have some imperfection in English, and are accusing bad English curriculums for this imperfection. It's like Saudi English curriculums are the hanger, where they hang all their weaknesses in the language.

I find this act is actually weak! Ignoring your part of learning the language and sitting there waiting for them to spoon feed you isn't called learning! And at the end of the day when they realize that they don't speak like native speakers, theyblame the curriculum.

The question here is how do you do your part of learning?

We have to do our part of learning searching different topics, reading articles or other materials other than school book, speaking, writing, and practicing what you newly learned. It would complete the part we receive at school. So, it would be 100% shared effort, not just effort provided by the school only.

Memorizing paragraphs and pasting them at the exam paper is the wrong way of convincing yourself that you are learning. And I'm sure that all of you have seen this case in school, where the girls hold their books and try to revise the paragraph that they memorized. This act wouldn't make any progress on their grammar, structure of writing, and the full understanding and control of what they are writing.

In the other hand, some of you would argue with me that the main problem in our English curriculums is speaking. We don't use the language, that's why we don't learn it easily. To respond to them I will clarify that speaking is included in our curriculums. Starting from say this and that, to asking your opinion about something and your reason, so the problem isn't in curriculums the problem is in teaching it. And as I said before you have to stand up and demand your right or what you need, which is demanding for speaking workshops in this case, so by doing this you would do your part of learning and get benefits from the curriculum not
to hang your weaknesses in it.

Thank you
* A presentation I did in persuasive speach, and thought of sharing it to benefit everyone..




اخر تعديل كان بواسطة » وووهـ بس في يوم » 12-12-2010 عند الساعة » 12:19 PM.
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قديم 12-12-2010, 01:23 PM   #2
رنوووشي
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,

،،

Fantastic topic
and I agree with you in your point of view


Our curriculums is good enough as forigners but the way of convey the information is too bad .

I remember when i was in high school the teacher write the paragrah
on the board and we just copy it ..
So i have complex in writing compositions and i hate it because i'm illiterate about the right steps in writing the Essays or paragraphs

+

The most important thing to us is the EXAMS , and how we get the hightest marks just save the topics then paste it in the paper without misunderstanding the lessons . .


Thanx alot for this imporatant topic
for you





اخر تعديل كان بواسطة » رنوووشي في يوم » 12-12-2010 عند الساعة » 02:10 PM.
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قديم 12-12-2010, 02:04 PM   #3
Salma ๏̯͡๏
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The problem isn't in the curriculums whether it's an English, math , or history curriculum. The problem is in us as Saudi student, a huge amount of students don't go to schools to learn they just want to graduate with a diploma and get a job that pays their bills, therefor they don't learn anything. Once they pass the exam they forget every information they have studied for the whole year. And that what makes it harder for them to start learning in a new level! And their teachers start to cut them slack and provide them with easy methods that will benefit them to pass their exams but it won't help them to master the language :s
So I agree with you. It's not about the curriculums as much as it is about the student, and their abilities to learn and the teachers to change their methods.


Thanks dear

o
.




اخر تعديل كان بواسطة » Salma ๏̯͡๏ في يوم » 12-12-2010 عند الساعة » 02:06 PM.
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قديم 12-12-2010, 02:25 PM   #4
Serenity
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Sticky Thread




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قديم 12-12-2010, 03:41 PM   #5
mm_55
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Really important subject, well chosen, and I commend you for it. But I have to say that I disagree with you.

I feel that the problem is in the utilization of the curriculum. The curriculum itself must be expanded , because from my point of view about this particular subject is that English curriculum in Saudi schools are limited.

I feel that one English class every day for 5 days a week is not enough at all for Saudi students to master the basic knowledge of the English language. If Saudi schools really want to implement English language and for it to be used by Saudi students, they should increase the number of classes each day.

I want to give an example of another Arabic country that teaches a foreign language. I once asked my Tunisian teacher how they master the French language so much. Her answer was that French is taught in schools the same way they teach Arabic. They teach Tunisian students starting first grade science, mathematics, history, geography …etc in French. And when a student reaches I don’t remember specifically which level, then he or she can decide to complete studying either in Arabic or French.

I mean if Saudi students where provided with the opportunity of studying all subjects both in English and Arabic, think how it will benefit them!. And there is nothing impossible on Saudi students if they were given the appropriate resources and trained regularly. Then Saudis can master speaking in English the same way Tunisians master speaking in French


Thank you for this thread



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قديم 12-12-2010, 04:42 PM   #6
Turn Away
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Hi,,

Here
According to this cute kid, the problem is the curriculums l

إقتباس »
so the problem isn't in curriculums the problem is in teaching it.
Absolutely, in intermediate school I didn't learn so much because the teacher wasn't that good
But in secondary school, I learnt alot because my teacher was awesome

Thanks for sharing



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قديم 12-12-2010, 10:18 PM   #7
~ Exceptional ~
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الصورة الرمزية الخاصة بـ ~ Exceptional ~
~ Exceptional ~ فوق  هام السحب~ Exceptional ~ فوق  هام السحب~ Exceptional ~ فوق  هام السحب~ Exceptional ~ فوق  هام السحب~ Exceptional ~ فوق  هام السحب~ Exceptional ~ فوق  هام السحب~ Exceptional ~ فوق  هام السحب~ Exceptional ~ فوق  هام السحب~ Exceptional ~ فوق  هام السحب~ Exceptional ~ فوق  هام السحب~ Exceptional ~ فوق  هام السحب

I think that learning in schools, whether it is intermediate or high school, is an integrated tasks. There are three important parts. The curriculum, the teacher, and the student.

If the problem is from the curriculum, the teacher can deal with it in one way or another. But if the problem is from either the teacher or the student, it is almost unsolvable problem.

Now, based on what many English teachers say, I was one of them, that most of the students in the class are reticent to talk. With encouragement some will break the patterns, but others won't. In this situation your job, as a teacher, is to take the horse to the river, not to force him to drink.

As for the curricula, I can't argue any one of them except the English curriculum, because I studied it and I did teach it. It is magnificent


Thanks a lot Weh Bass



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قديم 13-12-2010, 07:29 AM   #8
Forbidden Fruit
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I'd like to chime in if I may... while I haven't the slightest of doubts that our curricula are lagging behind what I would consider ideal for teaching English fluency, I don't think (if we're to play the blame game) that's where the majority of blame should be targeted at, and I'll tell you why in a moment.. but first a little background on myself...

I've been raised by a family where neither parent were speaking fluent English; my father had learned enough of it for communication purposes at work but not much to be considered very good by any means, and my mom never really learned the language and still knows very little outside of yes no hello and goodbye. With that said, I've always been a better performer at school than most of my peers because my father is a pusher, and I've basically been raised to compete for great grades, which's why I'd always had the drive to study and be ahead of the pack.

Flashing forward to intermediate school.. we were taught English by two teachers with vastly different styles. I should mention that neither of them was Saudi (both were Egyptians) and so had very little understanding of our culture. However that didn't seem to matter, one of them was brilliant and the other ,well, not so much. My grades were excellent while I was under their tutelage (mainly because of my inner drive to learn English), but that's where the similarities between my experience with the two end.

As a teacher who's dealing with kids, I believe your job is to teach them the basics, and (of more paramount importance) make the experience of learning fun and memorable. Hence I'd had a very difficult time adjusting to the domineering and megalomaniac ways of the less outstanding teacher. True, his way of barking every word like an opera singer was amusing at first, but I quickly got tired of that act. To add to our misery his English wasn't really that good, and his bringing us down whenever we couldn't understand a lesson only seemed to make learning all the more difficult. I did well despite all of that, however most students didn't fare as well which was hardly surprising given everyone's attitude.

Contrast that with the other teacher, he was always joking and light-hearted, took the students' frustration with new concepts and words to heart, and made the most of his time with us by drawing upon his charms and emotionally involving students into liking the subject. He used positive feedback when a correct answer was given and cracked a joke and made us laugh whenever we struggled to give one, he was patient and smart enough to give us room to express ourselves and make mistakes without the fear of being judged or ridiculed. And the end result was that students who took his classes ended up with very good grades and more importantly none had a bad attitude toward learning English afterwards.

I believe if you teach students the basics and endear yourself and whatever you're teaching to them then you've done your part as a teacher, because that's what most students need (in addition to having the right environment for learning at home e.g access to English material and having a fostering and supportive family) to really succeed in learning competent English. I agree with whoever mentioned that students could use more time in classes, but that's not a reality yet and so has to be made up for at home.

Even in college, approach matters a lot. The best teachers aren't usually the brightest or most accomplished, but the best at communicating with students. I distinctly remember one class where a professor used to give us a lesson on how to mumble incoherently every single time he took stage. Meanwhile, that was more than compensated for by another teacher who (get this) didn't even have a degree, he title was "instructor". Go figure.

I've been reading a book on college professors' performance appraisal for a week now, and boy do I think it should be made mandatory that every college review board has its concepts applied, which in all honesty shouldn't be a very hard thing to do provided the presence of open-minded administrators.



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قديم 16-12-2010, 02:10 PM   #9
وووهـ بس
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الصورة الرمزية الخاصة بـ وووهـ بس
وووهـ بس فوق  هام السحبوووهـ بس فوق  هام السحبوووهـ بس فوق  هام السحبوووهـ بس فوق  هام السحبوووهـ بس فوق  هام السحبوووهـ بس فوق  هام السحبوووهـ بس فوق  هام السحبوووهـ بس فوق  هام السحبوووهـ بس فوق  هام السحبوووهـ بس فوق  هام السحبوووهـ بس فوق  هام السحب

رنوووشي
إقتباس »
I remember when i was in high school the teacher write the paragrah
on the board and we just copy it ..
I was really surprised that my sister, who is now in the 9th grade, was telling me that they are still doing the same thing!
except for the where teacher takes their sentence suggestions and writes them down to complete the paragraph. Then they would copy it to their notebook.
But still that wouldn't prove their writing it would only prove the memorization of the paragraph itself. Because as you highlighted writing needs practice so many times and what the teacher doing is to make everyone write the same paragraph for 9th grade students! Don't you think that they are in a level of learning makes them capable of writing their own paragraphs? And the teacher's role is to correct them individually.
Thank you for sharing your view


Salma
Yes, exactly the lack of ambition wouldn't make them move forward, or even make them evaluate themselves.
No ambition = No self evaluating (In learning the language).
It's as easy as that! How would they evaluate themselves and their progress without having a goal for learning this language?
I'm sure the person who wants to learn the language would find what the suitable way for learning is. And wouldn't blame anyone else other than the effort he or she puts on learning the language.

Thank you Salma




اخر تعديل كان بواسطة » وووهـ بس في يوم » 16-12-2010 عند الساعة » 02:12 PM.
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قديم 16-12-2010, 04:04 PM   #10
Mr.MoOoD
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I think the problem comes from the teachers as they teach us only to
pass the exam and they don't tell us about the importance of English
in our future , that's why we students never cared about learning English.

إقتباس »
الرسالة الأصلية كتبت بواسطة وووهـ بس »

main problem in our English curriculums is speaking. We don't use the language, that's why we don't learn it easily. To respond to them I will clarify that speaking is included in our curriculums.so the problem isn't in curriculums the problem is in teaching it.
As I said teachers didn't encourage us to speak English and they didn't
speak English all the time , about 70% of the lectures was in Arabic !!
إقتباس »
الرسالة الأصلية كتبت بواسطة mm_55 »


The curriculum itself must be expanded , because from my point of view about this particular subject is that English curriculum in Saudi schools are limited.

I feel that one English class every day for 5 days a week is not enough . If Saudi schools really want to implement English language and for it to be used by Saudi students, they should increase the number of classes each day.
I mean if Saudi students where provided with the opportunity of studying all subjects both in English and Arabic, think how it will benefit them!. And there is nothing impossible on Saudi students if they were given the appropriate resources and trained regularly. Then Saudis can master speaking in English .
I agree with every word you said

إقتباس »
الرسالة الأصلية كتبت بواسطة ~ Exceptional ~ »
.

If the problem is from the curriculum, the teacher can deal with it in one way or another. But if the problem is from either the teacher or the student, it is almost unsolvable problem.



Thank you




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