Language policy and practice in ELT recruitment in Saudi higher education: a case study from a global Englishes perspective

Abstract

This thesis investigates how language ideologies, particularly those surrounding the construct of ‘nativeness’, influence English Language Teaching (ELT) recruitment practices in Saudi higher education, with a focus on the University of South Saudi (USS). Situated within a global landscape where non-native English speakers (NNESs) now vastly outnumber native speakers, the study explores how the notion of the ‘native speaker’ is perceived, operationalised, and contested by recruiters, teachers, and students. Drawing on the Global Englishes (GEs) framework and Spolsky’s (2004) model of language policy, the research critically engages with the ideologies underpinning recruitment practices, highlighting how traditional preferences for native English-speaking teachers (NESTs) persist despite growing challenges from English as a Lingua Franca (ELF) scholarship. This includes critiques of ‘native speakerism’ as a discriminatory ideology that marginalises qualified NNESTs and undermines inclusive educational practices. Methodologically, the study employs Krippendorff’s (2004) content analysis to examine institutional recruitment documents; particularly job advertisements, and Braun and Clarke’s (2006) thematic analysis to explore data drawn from semi-structured interviews with ELT recruiters and teachers, alongside student focus groups. The findings reveal a contradictory discourse: while recruitment policies and practices continue to privilege NESTs (often equated with whiteness and specific nationalities) there is an emerging shift towards valuing qualifications, pedagogical competence, bilingualism and cultural familiarity, especially within the context of Saudisation policies promoting local employment. The study contributes to the theoretical and practical development of ELT by challenging entrenched hierarchies and advocating for a more equitable and locally responsive model of teacher recruitment. It underscores the need to reconceptualise English language proficiency and teaching competence through the lens of Global Englishes, embracing linguistic diversity and fostering intercultural competence. In doing so, it calls for recruitment practices that align more closely with the sociolinguistic realities of English in a globalised and multilingual world.

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ORCID for Will Baker: orcid.org/0000-0003-0533-2795

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