Teaching Chinese in Saudi Arabia: Investigating the policy rationale and its implementation

Abstract

This doctoral thesis investigates the introduction and implementation of Chinese as a foreign language (CFL) within the Saudi Arabian educational system, situating it within the broader economic and geopolitical context of China’s rise as a global linguistic and cultural superpower. Anchored in Kaplan and Baldauf’s (1997) language-in-education policy (LEP) framework and S. Zhao and Baldauf’s (2008) agency model, the study examines the rationale behind the adoption of CFL, stakeholder perceptions, and the challenges encountered during implementation. Employing a qualitative methodology, the research integrates classroom observations, semi-structured interviews, and analyses of Twitter posts and media reports, collecting data from high schools, the College of Languages and Translation at King Saud University (KSU), and the Ministry of Education (MoE) in Riyadh.

Findings reveal that the Saudi government’s decision to integrate CFL aligns with its geopolitical and economic strategies, particularly those outlined in Saudi Vision 2030, including diversification of the economy, fostering Saudi–Chinese relations, and positioning Chinese as a critical future language. Stakeholders – including policymakers, educators, students and families – acknowledge the strategic value of Chinese for labour market opportunities and global collaboration, while also recognising the continued dominance of English in Saudi education and society. However, Saudi citizens on Twitter have criticised the policy, questioning the prioritisation of Chinese over culturally influential languages like Korean and Japanese, while others have expressed concerns about the feasibility of mastering Chinese, given existing struggles with English. Some have also argued that strengthening Arabic education should take precedence, fearing that introducing another foreign language might further marginalise Arabic within the national curriculum.

The study identifies significant challenges to implementation, including limited access to Chinese programs, personnel shortages, curriculum deficiencies, inadequate instructional resources, insufficient teaching methods and materials, limited community engagement, and gaps in program evaluation. These challenges underscore the complexities of translating national language policy into effective practice and highlight the need for targeted interventions to address gaps in policy execution.

This thesis offers significant insights into the pivotal role of national language policies as instruments for economic, geopolitical and cultural development. By examining the intersection of global linguistic trends and local policy implementation, it highlights the transformative potential of language education in shaping international relations and labour market readiness, particularly within the framework of Saudi Vision 2030.

Practically, the thesis offers actionable recommendations to advance Chinese language education and its integration into Saudi Arabia’s education system and broader society. These include establishing dedicated Chinese language institutions, fostering collaboration between Saudi ministries, and recruiting specialised teachers to enhance program delivery. Curriculum enhancements emphasise developing communicative and culturally relevant materials, integrating extracurricular activities, and providing additional practice-oriented lessons. To ensure societal inclusivity, the recommendations focus on expanding access to underserved regions through urban–rural partnerships and equitable resource distribution. Leveraging media and social platforms enhances the visibility of Chinese culture and language, bridging educational initiatives with societal engagement. These strategies align with Saudi Vision 2030’s strategic objectives, positioning Chinese language education as a cornerstone of national development and international collaboration.

The study also makes significant theoretical and methodological contributions to the fields of applied linguistics and sociolinguistics. Theoretically, it extends Kaplan and Baldauf’s (1997) LEP framework by incorporating the emerging challenges of linguistic barriers, environmental considerations and media engagement. Methodologically, it underscores the value of employing multi- site qualitative tools, including thematic analysis, to capture the macro, meso and micro dimensions of language policy implementation.

Ultimately, this thesis provides a comprehensive foundation for understanding the multifaceted dynamics of CFL in Saudi Arabia, examining its implications through the lens of linguistic capital, the political economy of language, and China’s broader linguistic and cultural diplomacy in global language planning. The adoption of CFL in Saudi Arabia is a strategic manoeuvre within the shifting global economic and geopolitical landscape, aimed at advancing Saudi Vision 2030’s objectives of economic diversification and international engagement; however, its success hinges on overcoming structural, linguistic and societal challenges to translate policy aspirations into tangible economic and geopolitical benefits.