Exploring the roles of English and Arabic in English-medium higher education programs in Saudi Arabia
Kate Heath
The University of Alcalá, ALGERIA; https://orcid.org/0009-0006-2096-4861
DOI: https://doi.org/10.36534/erlj.2026.04.08
Bibliographic citation: (ISSN 2657-9774) Educational Role of Language Journal. Special Volume 2026-2(3). DECOLONIAL AND SITUATED APPROACHES TO LANGUAGE AND CULTURE IN HIGHER EDUCATION: IMPLICATIONS FOR TEACHING AND LEARNING, pp. 94-112
Abstract
Higher educational institutions across the globe have been adopting English as a medium of instruction (EMI) (Brown & Bradford, 2017; Dearden, 2014; Lasagabaster, 2022). Within Arabian Gulf countries, EMI’s growth has sparked concerns of weakening Arabic language skills and Islamic identity (Abdel Latif & Alhamad, 2023). Some opposition to EMI is found in Saudi Arabia, largely due to students’ limited English proficiency (Al-Kahtany, Faruk & Al Zumor, 2016; Louber & Troudi, 2019). In effect, preparatory programs that involve intensive English language study are commonly used as a language support model (Curle, Jablonkai, Mittelmeier, Sahan & Veitch, 2020; Macaro, Curle, Pun, An & Dearden 2018). Nevertheless, previous studies from Saudi higher education indicate that translanguaging (Alanazi, 2021; Al Makoshi, 2014) and applying the content and language integrated learning (CLIL) approach (Eltoum, 2019) can minimize language barriers in EMI programs. These findings spark questions concerning the roles of English and Arabic in institutional EMI support strategies. To better understand how both languages can be applied to strengthen student outcomes and enhance EMI implementation, this study gauged the views of both teachers and graduates from Saudi EMI programs. This study employed a mixed-methods approach combining statistical and thematic analysis. Questionnaires with both Likert-scale and open-ended items were completed by 150 teachers and 150 graduates from Saudi institutions. The results confirm that language-related barriers represent the foremost challenge in EMI programs and that expanding the roles of English and Arabic can improve student outcomes. In effect, institutions can reinforce their language support strategies by applying bilingual language policies, using a language-focused approach, and integrating supplementary English language provisions. The findings suggest that incorporating such a comprehensive strategy can enhance EMI implementation by promoting short-term and long-term outcomes while addressing students’ culture and needs.
Keywords: English as a medium of instruction, content and language integrated learning, language policy, language support, teacher development
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