Work

Navigating Bilingualism: Language, power, and the social identity construction of the first Saudi elementary students to receive English language instruction

Year: 2025

Type: article

Abstract: This study examines the influence of the expanded English language curriculum on social identity construction among elementary students in Saudi Arabia. Interviews were conducted with five elementary school teachers in Al-Hassa region and analyzed through thematic coding. From this, three main themes emerged: teachers' perceptions of English learning's significance, factors influencing language resistance, and the impact on students' identity. Results indicate that English is perceived not only as crucial for academic and professional success but also as integral to Saudi Arabia's Vision 2030 for modernization and globalization. However, resistance to English due to cultural and socioeconomic factors suggests a disparity between national ambitions and student perceptions, highlighting the challenge in Saudi Arabia of aligning educational strategies with the broader goals of societal development and integration into the global community.

Source: Ampersand

DOI: 10.1016/j.amper.2025.100227

Author: Ghanem Alghuwainem

Institutions: University of South Carolina, King Saud bin Abdulaziz University for Health Sciences

Language: English

Topic: Multilingual Education and Policy

Subfield: Linguistics and Language

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: gold

Estimated APC paid: $1,570