Challenges and Culturally Responsive Strategies for Saudi Students in Co-Educational Settings: A Focus on Language Learning and Gender Perspectives

Abstract

Language skill development involves identifying current or potential needs gaps for "students' cultural knowledge and the ability to use this knowledge" (Gay, 2002) to acquire a new language or pursue an academic level and resolve these gaps. The production ability, including what they know and how they know their cultural settings, has clearly established that cultural knowledge development is an essential contributor to learning growth (Song, 2019). However, there are conflicting views and an overall lack of research regarding how cultural awareness intersects with language and learning development and initiative in a highly dynamic environment where language knowledge is rapidly and continuously evolving. This research aims to identify and evaluate how cultural understanding development approaches language development and strategies for highly dynamic multicultural classrooms in which the English language is being spoken. The study aims to contribute to the understanding of the intersection between cultural awareness, learning abilities and language acquisition to explore the challenges faced by Saudi students in co-educational settings in the United States, with a specific focus on differences between male and female students. Furthermore, the research examines the extent to how Saudi students can understand culturally responsive pedagogy (CRP) techniques and strategies that their teachers used to address the interactional barriers experienced by Saudi students and to identify underlying causes. This evaluation shed light on the implementation of CRP and its effectiveness in promoting cultural understanding and language development in a rapidly changing educational environment. The research provided valuable insights into the challenges faced by Saudi students in co-educational environments, with a focus on the differences between male and female students. Additionally, it aimed to evaluate the implementation of CRP strategies by educators to enhance the educational experiences and academic success of Saudi students. The anticipated benefits of this research lie in enhancing cultural understanding, language development, and strategies for managing highly dynamic multicultural classrooms where English is the medium of instruction. The findings do not only benefit Saudi students but also inform educational policies, program development, and support services to create inclusive and supportive environments for international students. This research revealed that Saudi students in the United States face significant challenges in adapting to co-educational settings, with male students reporting more difficulties than their female counterparts. The study indicated a moderate level of comfort among these students in co-educational environments yet highlights notable discomfort in interactions, particularly with opposite-gender individuals from their own cultural backgrounds. Furthermore, the findings emphasized strong support for Culturally Responsive Pedagogy among Saudi students, suggesting its importance in facilitating their educational experiences in the U.S.