Saudi Cultural Missions Theses & Dissertations
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Item Restricted The Ianguage Attitudes of Saudi Arabic Speakers Towards the Speech of Other Major Vernacular Varieties of Arabic(Saudi Digital Library, 2025-03-03) Albogami, Haitham; Griffiths, MarkLanguage attitudes research in Saudi Arabia is in its early stages, and rarely goes beyond the boundaries of Saudi Arabia. There remains a gap in our knowledge of Saudis' attitudes towards non-Saudi dialects. This study examines Saudi Arabic speakers’ attitudes toward the speech of five major vernacular varieties of Arabic: Gulf, Iraqi, Levantine, Egyptian, and Maghrebi. The findings revealed a clear hierarchy of attitudes. Gulf Arabic was rated the highest across most labels, while Maghrebi Arabic was the lowest. Iraqi, Levantine and Egyptian competed in the middle spots, with an association of humour and closeness to MSA with Egyptian and Levantine Arabic respectively. Using a verbal guise technique (VGT) combined with a semantic differential scale and ranking tasks, this study collected and analysed quantitative and qualitative data from Saudi participants. The results suggested that attitudes toward these dialects are influenced by a combination of linguistic, sociopolitical, and cultural factors. Exploratory Factor Analyses were conducted on the five speakers, revealing five different dimensional models. These factor structures uncovered patterns of attitudes, offering a deeper look into stereotypes associated with the five varieties. By integrating culture-specific constructs (e.g., Sadr al-Majlis as a social status indicator), this study highlights the need for culture-appropriate instruments in language attitudes research. The findings highlight how media, cultural proximity, and stereotypes shape these attitudes.9 0Item Restricted Instructors' Perceptions of Translanguaging in Saudi Higher Education: The Influence of Language Ideologies and Students' Language Proficiency.(Saudi Digital Library, 2023-10-22) Alhazmi, Ghaida; Jones, KatyIn pedagogy, translanguaging shifts away from monolingual instruction by leveraging multilingual learners’ unitary linguistic repertoire as a valuable resource in the learning process (García and Li 2013). While translanguaging can be beneficial for achieving various learning goals, many English language teaching (ELT) classrooms are dominated by monolingual ideologies and policies that limit the full potential of pedagogical translanguaging. Nevertheless, the literature reveals that instructors may proactively utilise multilingual resources to meet their students’ needs even within the constraints of monolingual policies. This study aims to investigate the perceptions and experiences of Saudi higher education (HE) instructors in relation to translanguaging. It further explores how instructors’ language ideologies and their students’ language proficiency might influence their perceptions of translanguaging. The study adopted a convergent mixed-methods design to explore instructors’ perceptions of translanguaging. The analysis examined 48 survey responses and four semi-structured interviews with instructors from various HE institutions in Saudi Arabia. The findings reveal that instructors hold diverse perspectives on translanguaging, with a generally positive prevailing attitude. However, a prevalent monolingual ideology seems to influence the perception and reported application of translanguaging, even among those employing multilingual resources. Translanguaging found the most support when adapting instructions for students with low proficiency levels. Instructors were also more inclined to support their own use of translanguaging than that of their students, primarily due to concerns about hindering L2 learning. The study calls for a comprehensive strategy targeting instructors, students, and policymakers in Saudi higher education to combat the prevalence of monolingual bias, particularly in ELT.35 0