The significance of the early efl introduction in the public elementary schools

Abstract EN

The purpose of this research is multi-faceted.

Firstly, it highlights the significance and status of English in public intermediate and secondary schools in Saudi Arabia.

Secondly, it builds a case to justify the teaching of English in the Saudi School System at the fourth grade level in light of the available data gleaned from this research.

Thirdly, it explores parents' and EFL teachers' viewpoints about the existing English language learning program in the private schools where their children are studying or they are teaching respectively.

Fourthly, it determines the positive or negative reactions of parents and EFL teachers who do not have children in private schools and do not teach in private schools about the early start of TEFL in public elementary schools.

Qualitative and quantitative data-collection and analysis methods were used.

Based on the evidence of observations and consensus, the researcher found that any delay beyond early adolescence i.e., the age of 12-14 years would be detrimental to learning a foreign language.

The results of the open-ended format revealed overall consensus in the view of respondents.

They expressed with different degree of emphasis, positive feelings towards the English language learning programs in private elementary schools.

Parents gave the .highest rating (m = 3.82) to public support of the idea.

The least favored item (M = 1.(3) was the adverse effect of English teaching on the study of Arabic and religion.

it is concluded that the existing English program in private schools runs well and benefits children academically in different ways.

However, parents appeared less optimistic and were supported by the public though they welcomed the idea and hoped it became a reality.

The results of expert questionnaire indicated that the subjects (85 percent) emphasized gradual implementation of TEFL at the fourth grade level.

They suggested to try it out as a pilot project in several elementary public schools in the Kingdom.

It was also found that the overwhelming majority of the experts (90 percent) emphasized the selection and design of special teaching methods, language skills and language activities for EFL teachers.