ISSN-L: 2223-9553, ISSN: 2223-9944 Vol. 4 No. 1 January 2013 Academic Research International         TEACHING ENGLISH IN SAUDI ARABIA: PROSPECTS AND CHALLENGES Mohd. Mahib ur Rahman 1 , Eid Alhaisoni 2 1 Department of English Language, Najran University, & 2 University of Hail, SAUDI ARABIA. 1 mahib024@gmail.com ABSTRACT This paper will reflect three major issues related to the teaching of English in Saudi Arabia. Firstly, it will discuss the present status of education and ELT in Saudi Arabia, secondly, it will state various challenges of teaching English, and finally, it will attempt some remedies that can be recommended to tackle those challenges. Keywords: Education, ELT, Challenges, Saudi Arabia INTRODUCTION Saudi Arabia which was established as a kingdom in 1932, has seen ‘unprecedented growth in the fields of economy, health, science and technology in recent years (Rahman, 2011). The field of education is also growing rapidly in the country and with the growth of education teaching of English also taken a new shape. It is quite satisfactory that presently the government, policy makers, teachers and students are aware of the importance of English, and tremendous efforts have been made at every level of education to impart proficiency among the students. Despite all the efforts made by the various bodies, the situation of teaching English in Saudi Arabia has always been in a constant state of flux. The present study is an attempt to explore various challenges of teaching English and possible remedies to these challenges. PRESENT STATUS OF EDUCATION Education was out of reach for most of the Saudi people till the midst of 20 th century, but soon after the establishment of the Ministry of Education in 1953 and the General presidency of female’s Education in 1959 which later merged into one ministry, the educational scenario became vibrant in Saudi Arabia (Sayegh, 2009). During the period from 1953 to 1970, the number of boys’ schools increased from 290 to 2722 with 4, 01000 students enrollment and the number of girls’ schools reached to 511 with 7,000 students including the teachers’ preparation (ibid). The Supreme Committee for Educational Policy, established in 1963 became the highest authority, which supervises the whole educational matters. The Higher Committee for Educational Policy cited in Al Shumaimeri (2003) stated that the ultimate purpose of education in Saudi Arabia is: 1. To have the student understand Islam in a correct and comprehensive manner. 2. To plant and spread the Islamic creed, and to furnish the student with the values, teachings, and ideals of Islam. 3. To equip him with various skills and knowledge, and to develop his conduct in constructive directions. 4. To develop the society economically, socially, and culturally, and to prepare the individual to become a useful member in the building of his community.