Academics, linguists, teachers and researchers in Saudi Arabia have started taking initiatives in exploring the possibilities of teaching a foreign language (English) without foreign elements that may indirectly teach foreign (Western) cultures. Religious scholars and traditional pedagogues are of the opinion that there is no harm in teaching a foreign language if it does not adversely affect the existing cultural behavior of the target learners.



It is believed that language and culture are two sides of the same coin. The idea does not necessarily endorse that the teaching of English is not possible without the teaching of English (British/American) culture. On the other hand, teaching English in Saudi Arabia serves special purposes: preparing students for higher/professional education especially in the fields of medicine, engineering, computer sciences, management, business, health sciences, etc.



Learning English may also aim at understanding globalization which does not necessarily include cultural adaptation. However, any good features of any culture(s) can be embraced if they do not contradict the Islamic culture and religion practiced in Saudi Arabia.



Culture can be defined from an individual’s viewpoint. But, the following features are common: the way of life, dress code, food types, local customs, values, traditions, etc. Broadly speaking, culture is a setting made by a section of society that a particular group lives in and shares most of its constituents. Language is also included because both culture and language depend on each other: language stores culture and culture protect its language.



However, it must be considered that Islamic culture is different from others because it is not made or chosen by the people rather it is based on Islam (the religion) revealed by Almighty Allah. Therefore, Islamic culture cannot be defined individually by different people.



It is really a serious matter of consideration as to which elements of culture should be integrated, which enhance the teaching of English and simultaneously do not adversely affect the behavior and personality of the learners in relation to the standard cultural norms.



Curriculum designers and experienced teachers are of the view that there is no need to teach those elements that are tagged as “culturally sensitive” in Saudi institutions. There can be many associated variables attached to the conscious step of not opening any platform for contradictions between Islamic lifestyle and a non-cultural vision which may result in having an adverse effect on the younger generation.



 We all know that “culture” is quite closely connected to the way we dress and live our life. Freedom in Islam is an important principle, but liberty beyond the boundaries is not permissible as it may lead to the destruction of some established norms and customs. It is rightly conceived that freedom cannot be enjoyed without observing social responsibilities.



The design and selection of teaching material for English language teaching is perhaps the most important curricular activity. Keeping the Saudi socio-cultural context in view, it is imperative to incorporate good cultural aspects into the curriculum of the target EFL learning program especially in an Islamic country like Saudi Arabia.



However, it should be kept in mind that simultaneously with the knowledge of English, the teaching of culture is always an integral part of a hidden curriculum. Therefore, there is no scope for a focus on classical elements of culture in English text, and passive learning. Instead, the integration of local culture and active/involved learning should be the prime focus.



The following is just an outline of the proposed material. Teachers can integrate local culture in an English classroom as in the following text:



Al-Janadriyah is a cultural festival held in Riyadh every year during February-March. It was reported to have been organized for the first time in 1985. The festival includes many entertaining events such cultural programs, camel races, local music and dances of the Ardah and the Mizmar.  Thousands of people visit the festival and have access to Saudi traditional treasures.



The following text is another example of local culture and society which can be used in teaching vocabulary, tense, grammar, description and many other skills and sub-skills:



Abha is located in Asir, a mountainous area in southern Saudi Arabia. The city, which is 2,200 meters above sea level, has a natural beauty and climate which attracts many local tourist. The highest peak in the area is Al-Souda which a visitor cannot afford to miss. There are many hotels and furnished flats in the area especially in neighboring Khamis Mushayt. Many Saudis and non-Saudis visit Abha every year.



As said above, the aims of teaching English can also be achieved by a text based on local experience and familiar objects. The following is a dialogue which aims to teach conversation without the additional burden of foreign (strange) things. The exercise can be used as one of the strategies of teaching reading or English:



Abdullah: Where are you from?

Zaki: I am from Taif.

Abdullah: Where do you stay?

Zaki: I stay with my uncle at Jeddah.

Abdullah: Have you been to Madinah Munawwarah?

Zaki: Not yet. But, I am eager to go there.

Abdullah: Have you seen the Jeddah fountain yet?

Zaki: Yes, I have been to it twice.

Abdullah: What about surfing?

Zaki: Unfortunately, I haven’t done it yet.



It can be concluded that the teaching of a foreign language may be a far better experience if the local culture and local language are integrated in teaching. The proposal does not lead to any recommendation that this strategy is the only possible way of doing justice to the target learners, but it is good to incorporate the local language/culture to teach foreign language in a multicultural setting like the present global society.



Language instructors and pedagogues are aware that in teaching a language, the hidden curriculum is to acquaint the learners with the foreign culture as well (because language is the primary source of any culture). Therefore, it is suggested that teachers should be prepared to integrate local culture, and achieve the learning objectives by making healthy comparisons between the cultures and contrastive analysis between the two languages: mother–tongue and the other-tongue (target foreign language).





— Dr. Intakhab Alam Khan, is an Indian educationist, researcher, author and member of the faculty at King Abdulaziz University Community College, Jeddah.