English Language Teaching Practice (ELTP) at Primary and Secondary School Levels in some Asian Countries: A Comparison of Afghanistan, Malaysia and Saudi Arabia

,Mohammad Sharif Hasanzoy,Sandaran Sandaran,Saifurrahman Rahmani

doi:10.35940/ijmh.d0458.124419

Abstract

English language teaching is a significant part of schools’ curriculum in native and non-native English speaking countries in the world. This study aims to present a review on the similarities and differences of ELTP (English Language Teaching Practice) at primary school level in three Asian countries: Afghanistan, Malaysia and Saudi Arabia. The paper discusses some of the similarities and differences of ELT practice at primary school level in these three Asian countries, based on teaching English as a foreign or second language ESL/EFL, when English as a subject is introduced in school, Policy towards English, religious and cultural perceptions towards English, methods of instruction, teaching aids and teaching materials, and challenges in ELT. The discussion shows that there are quite a few similarities between Afghanistan and Saudi Arabia regarding ELT practice at primary school level while in the case of Malaysia, ELT is more progressive and up to date in terms of policy and implementation. The paper also highlights some of the challenges faced by teachers in the three countries.

Highlights

EngineeringEnglish Language Teaching Practice (ELTP) (English Language Teaching Practice) engages numerous language educators in native and non-native speaking countries to announce how they teach English as EFL/ESL for learners
English language is practiced in three different circles such as inner circle, outer circle and expanding circle, there are some similarities and differences regarding ELTP at primary, secondary and tertiary levels in native and non-native speaking countries [1]
The purpose of this paper is to discuss some of the similarities and differences of ELTP at primary school level in Afghanistan, Malaysia and Saudi Arabia based on aspects such as the status of English Language (i.e. ESL, EFL), policy, religious and cultural perspectives, teaching and learning methods and materials as some of the major challenges faced by teachers in ELTP in the selected Asian countries

Summary

Introduction

ELTP (English Language Teaching Practice) engages numerous language educators in native and non-native speaking countries to announce how they teach English as EFL/ESL for learners. English language is practiced in three different circles such as inner circle (using English as first language), outer circle (using English as a second language) and expanding circle (using English as a foreign language), there are some similarities and differences regarding ELTP at primary, secondary and tertiary levels in native and non-native speaking countries [1]. English Language Teaching Practice (ELTP) at Primary School and Secondary Levels in some Asian Countries: A Comparison of Afghanistan, Malaysia and Saudi Arabia. Malaysia and Saudi Arabia come in the outer circle of Kachru ‘s division [12] states that as the ministry of education (MoE) in Afghanistan felt the importance of English language teaching in terms of understanding science and technology, they gave more priority to the teaching of English at primary and secondary levels. Saudi Arabia, its educational policy declares that Arab students must understand and be educated at least one overseas language to which help them to communicate people from other cultures for the aim of deliver the message of Islam and provide humanitarian aids [14]

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Conclusion