Abstract
University curricula in Saudi Arabia can be approximately dichotomized into subjects taught in English-the natural sciences; and those taught in Arabic-the cultural areas. Medical education is conducted in English. Many medical students are poorly prepared in English; in consequence, there is high stress in the classroom and examination hall. Saudi educators are hesitant about reliance upon a foreign language in the curriculum. The psychocultural meanings of the English/Arabic dichotomy within the social structure of the medical education are explored as a device leading toward a general understanding of the process of modernization.
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