Saudi Cultural Missions Theses & Dissertations
Permanent URI for this communityhttps://drepo.sdl.edu.sa/handle/20.500.14154/10
Browse
4 results
Search Results
Item Restricted Saudi Cosmopolitan Transnational Parents’ Ideologies, Language Policy, and their Children’s Struggle with Homeland Integration(University of Arizona, 2024) Alshuhri ,Hasan; Mary Carol CombsThis study explored the language ideologies of Saudi cosmopolitan parents living in Western countries, their family language policies, and their children's reintegration into Saudi society. I used a qualitative research design to investigate the process of family language policies and practices and the underlying social, cultural, and religious ideologies. Drawing on the interviews with four Saudi families, and a survey with forty two Saudi parents, the research investigated how parents perceive and prioritize the use of Arabic and English within their households. It also examined the strategies they employ to maintain Arabic proficiency and cultural ties amidst a predominantly English-speaking environment. The findings revealed a complex interplay between parental aspirations, social pressures, and the linguistic realities faced by their children. The study highlighted the challenges and opportunities in balancing bilingualism by the families and the strategies they used to ease their reintegration into the Saudi homeland. This research contributed to a deeper understanding of the role of language in the transnational experiences of Saudi families and provided insights for educators and policymakers supporting these communities.9 0Item Restricted The Role of English in Implementing the Saudi Vision 2030: A Critical Discourse Analysis(University of Birmingham, 2024-02-01) Alqahtani, Nazim; Schoofs , Petra; Carrol, GarethThis study was conducted to examine the role of English in implementing the Saudi 2030 Vision (SV2030) programme through an analysis of two texts in the Saudi context: 1) the SV2030 document, an overview of the strategic framework set forth by the Saudi government, and 2) a set of statements about SV2030 from the English language departments of Saudi universities. The SV2030 document does not explicitly mention English language, instead focusing on the need to uphold Arabic language, but some English departments indicate in their departmental statements that they see an important role for English in achieving the aims of SV2030. Therefore, the role of English in attaining SV2030 was investigated in two phases. In phase one, a content analysis was conducted on the relevant textsto identify SV2030 settings in which English can play a role. In phase two, a critical discourse analysis (CDA) was performed to investigate the implicit role of English specifically in the international and educational SV2030 settings identified through the content analysis. Through CDA, an educational function for English in attaining SV2030 was established. Both texts shed light on the knowledge and skills highlighted in the SV2030 and departmental discourses in education and English education, respectively. As such, lowering the age at which primary students begin to study English as a subject to first grade is a socioeconomic development aligned with the objectives of SV2030. English is the global language for SV2030, in which the SV2030 document producer chose English as the language in which the foreign version intended for an international readership would be published. Additionally, the study highlighted the significance of English in the context of international summits and events relevant to SV2030. Finally, the study identified the potential economic role that English may play in the implementation of SV2030 through the cultivation of a knowledge-based economy. As SV2030 is a national programme, the SV2030 document writer may have refrained from promoting English explicitly for national and socio-political purposes. Nevertheless, the findings of this study provide insights into the role of English in achieving SV2030 and the potential implications for language policy in Saudi Arabia.154 0Item Restricted Sociolinguistics of Saudi Vision 2030: Paradigm Shift Through English F English Faculty’s Perspectiv erspectives of T es of Translanguaging at a Saudi anslanguaging at a Saudi University.(UNM, 2023-08-01) Masrahi, Naif Ali Y; Trentman, EmmaMany educational systems around the world insist on applying an English Only Policy (EOP) when teaching the English language at universities without addressing their contextual needs. In Saudi Arabia, this problem leads to reduced satisfaction among faculty regarding students’ English level (Alharbi & Alqefari, 2022; Alkhairy, 2013; Alqahtani, 2020; Alsaawi, 2019; Alshammari, 2022; Altale & Alta’ani, 2019; Alzahrani, 2019; Elyas & Picard, 2010). However, the new educational transformation promised by Saudi Vision 2030 (2016) supports the Arabic language as a mother tongue for Saudis, English as an important language, and the teaching of critical thinking to respond to current global economic challenges. This creates a space for adopting translanguaging practices in English language classrooms by helping learners access their linguistic repertoire to understand, think, communicate, and learn the language (García, 2009). Recent studies at Saudi universities on faculty perspectives on translanguaging are limited in terms of context, participants, and vii methodology (Alahdal, 2020a; Alharbi & Alqefari, 2022; Alqahtani, 2022; Altale & Alqahtani, 2020; Alzahrani, 2019). Therefore, this qualitative case research examined the perspectives of six Saudi and international faculty members regarding translanguaging at a Saudi university. It answered the question: What are the perspectives of English as a Foreign Language (EFL) faculty at a Saudi university toward translanguaging, and why? Following the theoretical framework of sociocultural and translanguaging theories (Vygotsky, 1978; García & Li Wei, 2014), the study utilized interviews, focus group discussions, and field notes to collect the data. The thematic analysis (Stake, 1995) showed a positive position among faculty members regarding translanguaging. They called on decision-makers to empower them to participate in making pedagogic decisions according to students’ needs. Importantly, translanguaging could support the educational transformation of Saudi Vision 2030 through its pedagogic practices and its ability to support learners’ critical thinking. Moreover, faculty reported low awareness of translanguaging, which would require increasing their awareness of its systematic adoption. The study concludes with implications and suggestions for further research and teaching policy modifications to include translanguaging when teaching English in the classroom.35 0Item Restricted Saudi Parents’ Attitudes And Ideologies Towards The Teaching Of English As A Foreign Language To First Grade Students(2025-06-29) Alzuhairy, Uthman; Wright, LynThe Ministry of Education in Saudi Arabia has recently updated the foreign language education policy (FLEP) lowering EFL exposure to first grade students. Such FLEP involves multiple stakeholders including school officials, teachers, and parents. The present study explores Saudi parents’ and children’s attitudes and ideologies towards the new state policy. Knowing parents expectations and attitudes could diminish the challenges that could arise along way and ultimately assist in the success of FLEP. A mixed method approach was embraced as 113 parents responded to a questionnaire and 6 participants volunteered to be part of semi-structured interviews. Only parents who had first grade children were eligible for the study. The questionnaire included twelve items that falls under five categories. Multiple tests and analysis were employed including factor analysis was repeated measure ANOVA. The semi-structured interviews were conducted via Zoom and were transcribed and verified by participants. An inductive thematic analysis were used to elicit parents attitudes and insight towards the FLEP. The quantitative results revealed three emerging factors 1) teaching quality, 2) language ideologies and identities, 3) usefulness of English and indicated a significant difference among participants’ responses across the three factors. Results showed that Saudi parents mostly hold positive attitudes towards the recent initiated policy. The qualitative thematic data analysis revealed five emerging themes. The findings mostly aligned with quantitative results and thoroughly explained parents beliefs towards the recent FLEP. This study adds to theexisting body of research on FLEP and advance it by offering evidence of the significant role of parents’ beliefs and attitudes as considering them could raise the potential of having effective and successful FLEP.48 0