Introduction of EFLPS in an Arab Context

Abstract

This study investigates two inter-related topics in foreign language learning. First, it assesses the impact of introducing English as a foreign language in the primary stage curriculum, on the scholastic achievement of pupils in their native language. Achievement in Arabic is taken as a yardstick for this comparison: pre- and post- EFLPS introduction. Second, it explores Arabic-language teachers' perception of positive and negative change in school "environment" as a result of such introduction.