Saudi Cultural Missions Theses & Dissertations

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    An investigation of English teachers’ perceptions and ideologies about translanguaging in secondary English as a Foreign Language classrooms in Saudi Arabia
    (University of London, 2022-11-01) Alshamari, Ghaida; Cogo, Alessia
    Due to the new situation of multilingualism that has developed over recent decades, there are new trends in the study of bi/multilingualism. Such trends reflect a reaction against traditional approaches to teaching languages, which refer to a monolingual ideal speaker who isolates the target language. The advancements in understanding of multilingual communication have consolidated academic concern around the concept of translanguaging, recognising multilingualism in its own terms and understanding its value. This research project examines EFL teachers’ translanguaging perceptions and how their perceptions fit into language policy and ideologies in their secondary English classrooms in the Saudi context. A study was conducted with 3 semi-structured interviews and 105 teachers completed the questionnaire. The findings show that, in practice, teachers translanguage despite reporting minimal mixing of languages in classrooms due to ideological tensions. Teachers show that their students’ behaviours in the classroom motivate them to adopt translanguaging to a degree. Further, deeper knowledge cannot be reached without using all the linguistic repertoire. The study additionally reveals that English teachers lack awareness of fully using their bi/multilingual competence. From their perspective, maintaining a balance in recruitment in linguistic recourses are more crucial.
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    CODE-SWITCHING IN THE EMOTIONALNARRATIVES OF BILINGUAL SPEAKERS OF ENGLISH AND ARABIC
    (ProQuest, 2023-12-20) Alruwaili, Yasmeen; Coles, Felice
    This study explores code-switching (CS) in the emotional narratives of bilingual speakers of English and Arabic. Exploring the immigrant Arab community in Mississippi, USA contributes to the literature gap and provides valuable insights into the correlation between code- switching and bilingual identities in various emotional, social, and cultural contexts. This study examines the complex relationship between linguistic choices, cultural identity, and emotional expressions in bilingual contexts, offering cross-linguistic and cross-cultural insights into code- switching practices. It also seeks to investigate the types of linguistic structures that appear in the narratives of bilingual speakers and the reasons behind their choices. In order to carry out this research, a three-task qualitative methodology was used: a questionnaire to collect personal and linguistic background information, observation of an emotional narrative, and semi-structured interviews to accomplish the research goals. Hymes' SPEAKING Model (1967) is used in conjunction with thematic analysis (Clarke & Braun, 2017) and the Matrix Language Frame (MLF) (Myers-Scotton, 1993) to analyze the contexts and patterns of code-switching, as well as the reasons, types, and structures of code-switching used in emotional narratives. Findings reveal that social and cultural factors play a significant role in language choice and CS in bilingual speakers of English and Arabic. The reasons for CS vary depending on the context of communication, the topic, interlocutors, and the language proficiency of speakers and interlocutors. Bilingual speakers alternate between English and Arabic to convey emotions, showcase their cultural and social identity, adhere to cultural norms, and expectations. The linguistic findings show three types of CS occur in the narratives of bilingual speakers: inter-sentential, intra-sentential, and extra-sentential CS. These types of CS appear in different structures, which all pertain to the language proficiency levels in both English and Arabic.
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