A Sociolinguistic Investigation of Identity and Second Language Learning by Saudi Women Abroad

Abstract

This applied linguistics thesis uses poststructuralist critical discourse analysis (Bucholtz & Hall; Norton, 2013) approaches to investigate identity construction concerning power, ideology and how language learners are positioned in communicative events and interactions. Studying abroad presents unique challenges for language learners, as highlighted in applied linguistics research. This is especially the case for Saudi students grappling with conservative cultural norms. These challenges stem from cultural and social roles, particularly evident among Saudi women, as they navigate interactions influenced by intersectionality, religious identity, gender norms and segregated education. Understanding these complexities is vital to provide effective support and ensure integration into the British educational landscape. This thesis presents a qualitative applied linguistics study of the experiences of Saudi women language learners in the United Kingdom (UK). Through a series of semi-structured interviews, it examines the narratives of the lived experiences of Saudi women, assessing their perspectives on their interactions with speakers from the target community and the multiple identities that they construct when engaged in these interactions. Darvin and Norton’s (2015) model of investment and Bucholtz and Hall’s (2005) sociocultural linguistic approach are implemented as theoretical lenses to understand learners’ investment in second language learning, their identity construction and positioning and the significant role power structures play at the micro and macro levels and beyond language. Emergent themes revealed in the data analysis include English language investment and the difficulties faced, complex issues of power and identity in interactions both within and beyond classrooms, including identity conflicts and struggles to construct desired learner identities, and sociocultural issues, such as xenophobia and racism. Taken together, these factors result in a withdrawal of engagement in social interactions with speakers of the target community. A series of recommendations are made concerning communication, extending beyond classroom settings, including community spaces and broader international experiences of higher education, such as the responsibilities of funders towards students, all based on the detailed findings of this study.