Beyond Language: Exploring the Hidden Curriculum's Contribution to the Language Development of English Language Learners

Abstract

The hidden curriculum involves the implicit values, behaviors, a collection of concepts, and mental processes that are conveyed through the educational process, often outside the formal curriculum. The current study explored the influence of the hidden curriculum on the development of English language learners in Saudi Arabia. A questionnaire was designed to gather school principals' opinions on English teachers' influence on learner development across six domains: National Identity and Loyalty; Professional Commitment and Discipline; Ethical and Professional Behavior; Digital Awareness and Cyber Safety; Learning and Self-Education; and Intellectual Awareness. The research involved a sample of 168 school principals. The findings indicated that the overall mean score across the six domains is notably high. Additionally, the findings showed no statistically significant differences in the perceptions of school principals concerning the role of English language teachers in the hidden curriculum, regardless of teacher-related factors such as academic qualifications, years of experience, or gender. The study highlighted the crucial role of English language teachers in transmitting values, attitudes, and behaviors through the hidden curriculum, extending their contributions beyond linguistic competence to encompass national allegiance, ethical conduct, digital citizenship, self-education, and intellectual discernment.