The impact of English as a medium of instruction in international education on Arabic language preservation and cultural identity: Parents’ perspectives and strategies

Abstract

The adoption of English as a Medium of Instruction (EMI) in international schools has raised concerns about the preservation of the Arabic language and cultural identity, particularly within the context of Saudi Arabia. This study investigated parents' perceptions of these challenges and explored strategies employed to preserve their children's Arabic proficiency in predominantly English-speaking educational environments. Sixty parents completed an online questionnaire that focused on parents whose children attended EMI international schools. The research collected both quantitative data on language proficiency and usage as well as qualitative data regarding parents' perspectives and challenges in preserving Arabic at home. The findings demonstrate a strong dedication to preserving Arabic as an essential component of cultural heritage and religious tradition. The dominance of English over academic and social domains leads children to prefer English while hindering their Arabic literacy skills. The main obstacles to Arabic language retention stem from the extensive use of English, peer pressure, and insufficient exposure to Arabic. Parents employ different methods to handle these issues, including enforcing Arabic use at home, religious and cultural involvement, educational support, and Arabic media resource utilization. This study underscores the crucial role played by parental involvement in Arabic language preservation and globalization.