A comparison of female Saudi Arabian and American high school teachers' perceptions of their preparation for teaching foreign languages

English as a Foreign Language classes pose special challenges to high school teachers in Saudi Arabia. Even though the Ministry of Education strives to improve students' English language skills, due to Saudi Arabia's ongoing political, social, and economic development, there is a persistent lack of a sound preparation for secondary teachers of foreign languages. The purpose of this comparative case study was to compare the teacher-preparation curriculum, certification process, and knowledge of educational assessment of female high-school teachers of foreign languages in Saudi Arabia and the United States. Data came from interviews with three Saudi and three American high-school foreign-language teachers, interviews with two Saudi and two American college instructors of foreign language, teacher-preparation curriculum materials from Saudi and American universities, and a researcher self-report. Findings revealed differences in curricular goals and pedagogy between Saudi and American teacher-preparation curricula, differences in the teacher-certification requirement and exposure to teaching methods and pre-service teaching experience in the Saudi and American teacher-certification processes, and differences in teachers' knowledge of educational assessment between Saudi and American teachers. Implications are presented and specific recommendations are made for improving the Saudi Arabian female high-school teachers' preparation for teaching foreign languages.