Saudi Arabian School's Engluish Curriculum

To infer theoretical bases for a published and implemented curriculum is a task fraught with the dangers of subjective perception and projection of personal biases. Nevertheless, through the analysis of the pedagogical methodology and of the textual contents, some reasonable conclusions can be honestly and validly be drawn. Such inference is as much a deductive as an inductive process. From the published factual information one can readily deduce the methodological approach. From the methodological approach one can induce the high probability of philosophical, ideological, political, cultural, and pedagogical assumptions upon which the information was selected and structured. Induction, by definition however, is a "process of estimating the validity of observations of part of a class of facts as evidence for a proposition about the whole class" (The Random House Dictionary of the English Language, 2nd ed., Unabridged, 1987). Whether the curriculum under study represents a statistically valid sample is a moot question, but it is the sole object of our analysis. In this analysis, therefore, I have made logical deductions from both form and content of the curriculum, and I have moreover hazarded induced propositions on the basis of my knowledge of the cultural and political contexts in which the curriculum was written. From these cogitations I have identified the following assumpt

. . .
ulum ignores the actual interests of the learners and therefore hinders potential learning. The Teacher's Book states as follows: "Each unit teaches one main structure and one or two less important ones; each is based on a single topic. These topics are mostly Saudi, Arab or Muslim. The aim of this is: ( to motivate pupils ( to help the pupils understand the texts more easily because of the lack of cultural barriers ( to enable pupils to develop a pride in Arab history and achievements." One may wonder how teaching "mostly Saudi, Arab and Muslim" topics provides a "lack of cultural barriers". One may wonder whether to "develop a pride in Arab history and achievements" is the purpose of teaching a foreign language. One may wonder whether to teach "one main structure and one or two less important ones" per unit is pedagogically sound or, rather, pedagogically in tune with scientific development in learning theories and pedagogical practices in the last two or three decades. One does not need to adopt whole language, open classroom, direct method, total immersion, or any of the other contemporary and eclectic methodological approaches to teach language as we approach the twenty-first century. To tea
. . .

Some common words found in the essay are:
Arab Muslim, United America, Carole Urzuß, Arabian Curriculum, Third Grade, Saudi Arabia, Teacher's Book, Saudi Arab, John Gumprez, GRADE PUPILS, target language, foreign language, teacher's book, cultural context, goals objectives, saudi arabian, secondary third grade, objectives stated, history achievements, methodological approach, efl curriculum, arab history achievements, develop pride arab, pride arab history, program language development,
Approximate Word count = 4763
Approximate Pages = 19 (250 words per page)