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.
Abstract
Many 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
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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.
Description
Keywords
Attitudes, Perceptions, Perspectives, Beliefs, Ideology, Translanguaging, EFL, Multilingual Approach, Monolingual Approach, Saudi Arabia, English Low Level, SLA, Language Policy, Pedagogical Implications, Saudi Vision 2030, Saudi Transformation of Education, Critical Thinking.
Citation
https://digitalrepository.unm.edu/cgi/viewcontent.cgi?article=1170&context=educ_llss_etds&z=1689372542&preview_mode=1&login=4538137