Fostering Early English Education in Saudi Arabia: A Pathway to Achieving the United Nations’ Sustainable Development Goals in Education

Authors

  • Abeer Alharbi

    Department of English, College of Education, Majmaah University, Al-Majmaah 11952, Saudi Arabia
  • Najwa Almazroei

    Department of English, College of Education, Majmaah University, Al-Majmaah 11952, Saudi Arabia
  • Reema Alfaleh

    Department of Accounting and Taxes, Applied College, Majmaah University, Al-Majmaah 11952, Saudi Arabia
  • Sultana Alsubaie

    Department of Kindergarten, College of Education, Majmaah University, Al-Majmaah 11952, Saudi Arabia
  • Munirah Almutairi

    Department of Human Resources, Applied College, Majmaah University, Al-Majmaah 11952, Saudi Arabia
  • Yasmin Alruwibkh

    Department of Kindergarten, College of Education, Majmaah University, Al-Majmaah 11952, Saudi Arabia

DOI:

https://doi.org/10.30564/fls.v6i5.7107
Received: 22 August 2024 | Revised: 7 September 2024 | Accepted: 13 September 2024 | Published Online: 14 November 2024

Abstract

English language education has become increasingly vital in non-English-speaking countries, driven by globalization and the demands of the international economy. In Saudi Arabia, enhancing English proficiency is one of the most important aspects of educational reform emphasized by Vision 2030. This study examines the perceptions of 420 kindergarten and elementary school teachers, Saudi Arabia, regarding early English education for young learners aged 4 to 8. Using a structured questionnaire, the study reveals strong support among teachers for early English instruction, with 77% agreeing that every child should master at least one foreign language. Additionally, 86% of respondents believe that English should be introduced in primary school to establish a solid foundation for language mastery. Multiple regression analysis identified significant predictors of teacher support, such as teaching experience, educational qualifications, and regional location. Teachers with more experience and higher qualifications were more supportive of early English education, with greater support seen in urbanized areas. The findings also highlight the significance of English proficiency in the context of economic globalization. A total of 88% of teachers recognize that English is necessary for global communication and competitiveness. The study concludes that teacher perceptions align with the goals of Vision 2030, highlighting the strategic importance of early English education in Saudi Arabia's educational reforms. It further highlights the need for ongoing professional development for teachers and increased parental involvement to ensure the positive implementation of early English programs. These insights are critical for informing educational policies and practices that support Saudi Arabia's broader socio-economic objectives.

Keywords:

English Language Education; Early Childhood Education; Teacher Perceptions; Vision 2030; Saudi Arabia; Economic Globalization

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How to Cite

Alharbi, A., Almazroei, N., Alfaleh , R., Alsubaie , S., Almutairi , M., & Alruwibkh , Y. (2024). Fostering Early English Education in Saudi Arabia: A Pathway to Achieving the United Nations’ Sustainable Development Goals in Education. Forum for Linguistic Studies, 6(5), 550–563. https://doi.org/10.30564/fls.v6i5.7107

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Vol. 6 , Iss. 5 (November 2024)

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Copyright © 2024 Moussa Diagne Faye, Vini Yves Bernadin Loyara, Amadou Keita, Mamadou Diop, Angelbert Chabi Biaou, Mahamadou Koita, Hamma Yacouba

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