Deductive and Inductive Arrangements
Deductive and Inductive Arrangements
The debates over whether the English language should be taught in government schools in Saudi Arabia have been taking place for a number of years. However, the significant issue of concern in the education sector is focused on whether the English language should be taught from the first-grade in public schools. Presently, government schools in the Kingdom begin teaching the respective language in the fourth grade. On the other hand, private schools teach English from the first grade despite strict supervision from the Education Ministry. Despite the fair intentions of the government, it is more beneficial to allow the English language to be taught in government schools from grade one. Hence, the purpose of this assignment is to argue in favor of English being instructed from the first grade in Saudi public schools.
Many Saudis are usually incapable of exhibiting poor skills in important facets of communication such as speaking, writing, and reading especially in English. Even after most of these individuals graduate from higher institutions of education such as high school and university, they find trouble in expressing themselves due to insufficient exposure to English at a younger stage. Hence, it is evident that most Saudis are unable to communicate effectively because of derisory exposure to English as children. In conclusion, lack of instruction in English only facilitates further difficulty for most individuals specifically in terms of establishing and carrying out effective communication.
In order for Saudi nationals to gain employment within most of the companies in the country, fluency in English is usually regarded as an imperative prerequisite. However, most of these individuals tend to undergo considerable instances of unemployment. By expressing inability to converse, write, and understand the English language, organizations become reluctant to employ such persons. Therefore, it is notable that unemployment among most Saudi nationals is related to the fact that a large number of them are incapable of using the English language in terms of actions such as reading, writing, or communicating in the respective language. In conclusion, failing to instruct Saudi persons while at a younger age in government schools in the English language contributes to high rates of unemployment in the long-term.
Even both approaches offer an understanding and a causative factor for the significance of the English language in the first grade in public schools, the deductive approach is far better in comparison with the former claim. Foremost, it is important to note that the respective argument offers an understanding of the problem in the long-term. Most of the organizations in Saudi Arabia are run by English-conversant expatriates. This is largely attributed to the liberal trade policies employed in the Kingdom as well as most countries within the Arabian Gulf region. In this respect, significant knowledge of the English language is a positive attribute for Saudis seeking employment in most of these organizations. Hence, teaching the English language from the first grade in government schools would contribute long-term to efforts aimed at reducing unemployment among Saudis.
In summary, it is more advantageous for the government to allow the English language to be taught in government schools from grade one. Inductively, a large populace of Saudis usually exhibit difficulty in articulation within the English language. As an outcome, inadequate exposure to the language hinders them from carrying out effective communication. Deductively, most organizations in the Kingdom use English as an important condition for employment. However, with many Saudis unable to express themselves in the language, the rates of unemployment increase considerably. Both points show the significance of teaching English from the first grade in government schools by focusing on the issues currently facing most Saudis such as barriers to communication and unemployment.