The paper titled "Saudi Parents’ Attitudes towards Using English as a Medium of Instruction in Private Primary Schools" by Zahra Al-Qahtani and Abdul Wahed Al Zumor investigates the perspectives of Saudi parents on using English as a medium of instruction (EMI) in private primary schools. The study primarily explores the reasons behind the preference of EMI by Saudi parents, the perceived effects of EMI on children's Arabic language and cultural identity, and the implications for children's future educational achievements.
The study aims to understand why Saudi parents choose EMI for their children at a young age, how they perceive the impact of this choice on their children's Arabic language and culture, and what they believe the future educational and social outcomes of this decision might be. It also examines the influence of parents’ educational experiences and socio-economic status on their attitudes towards EMI.
The research adopts a mixed-method approach, utilizing both quantitative and qualitative data collection techniques. A questionnaire was administered to 68 Saudi parents whose children attend a private international school in the Southern region of Saudi Arabia. The questionnaire included Likert-scale items and open-ended questions. Quantitative data were analyzed using SPSS for descriptive statistics, while qualitative responses were analyzed through content analysis to identify recurring themes.
The key findings indicate that Saudi parents generally hold positive attitudes towards using EMI in private primary schools. The majority believe that learning English at an early age provides significant advantages for their children, particularly in terms of future educational and career opportunities. However, some parents expressed concerns about the potential negative impact of EMI on their children's proficiency in Arabic and their cultural identity. The study reveals that while parents value the role of English as a global language, there is also a desire to maintain and strengthen the status of Arabic within the educational system.
The study concludes that parents’ positive attitudes towards EMI are driven by the perceived global importance of English and the belief that early exposure to the language will enhance their children’s future prospects. However, it also highlights the need for a balanced approach that ensures the preservation of Arabic language and culture alongside English proficiency. The findings suggest that policy makers should consider these parental attitudes when designing language education policies, potentially promoting bilingual education models that respect and support both Arabic and English.