“A critical look at Saudi Arabian students’ identity and interaction in the English language classroom in New Zealand”

Abstract

This research explores the ways in which four Saudi Khebrat English teachers learning English for academic purposes negotiate their identity in relation to their efforts in the classroom. Three groups of participants were involved, including the Saudi learners, one of the teachers who taught learners in the programme and one of the programme’s coordinators. In-depth interviews were used as the data collection method to obtain information about Saudi participants’ individual motivations, thoughts and feelings while studying in New Zealand, as well as the experiences of some of those who were interacting with them during the study abroad period. Data were analyzed based on ground theory strategies. Drawning on Norton’s (2013) concept of identity, this research illustrates how social interaction in the English language classroom influenced the Saudi Arabian teachers’ identity. Findings show that in general Saudi learners in the classroom seemed to interact confidently, free of limitations or prejudices, but still keeping and performing based on their social and cultural values. Data were categorized in three main themes: (1) Second language investment and social interactions in the host country, (2) Saudi English teacher identity teaching in Saudi vs Saudi English teacher identity learning in New Zealand and, (3) study abroad in regard to how they positioned themselves in the host country.