• Category:
  • Document type:
    Research Proposal
  • Level:
    High School
  • Page:
  • Words:


Code Switching in Saudi Arabia and how it Improves Education in Saudi Arabia


Ms/Mrs./Mr. (insert your names here)

Department of (please insert your department here)

Faculty of (please insert your faculty here)

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Start with his/her title then his/her names (for instance Professor Bob Kelly)

Department of (insert the name of the department your supervisor belongs)

Faculty of (please insert his/her faculty here)

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Student number: (insert your number here

Lecturer: (insert your lecturer’s names here, remember start with the title)


2Introduction 1.0.

2Research question 2.0.

2Rationale 3.0.

3Literature review 4.0.

4Method 5.0.

4References 6.0.

  1. Introduction

Education system in Saudi Arabia and her culture is made up of many linguistic backgrounds and so applies to her education system. Blom and Gumperz (2004) note that Arabic has been primary mode of communication in education sector and this has had different impacts however, at some point, mode of teaching and learning has been supplemented by English where need arises. This brings a situation where education is having bilingual speech communities. As this continues, Saudi students, foreign students and teachers exercise a certain level of alternation between English, Arabic and other foreign languages. That is, switching between the linguistic codes of both languages. Giving it clear definition, Clyne (1999) defines code switching as a situation where there is a change by writer or speaker from one language to another. Code switching has improved education system in Saudi Arabia though such opinion has been criticized as lacking basis (Eid, 2000). Based on this argument, this proposal seeks to critically assess the extent to which code improves education in Saudi Arabia.

  1. Research question

How does code switching improves education in Saudi Arabia?

  1. Rationale

Going by this, the aim of the research is to carry out a step-by-step evaluation of code switching in Saudi Arabia and how it helps improve education in the country. Since the study will employ qualitative design, participants will be students, teachers and other education stakeholders in Saudi Arabia. Alenzi (2001) notes that to understand effects of code switching on students’ there need to be classroom materials. This research uses this theoretical model by looking at whether participants will accommodate materials to be used in data collection.

  1. Literature review

Research on the educational benefits of code switching continues to be many. To begin with, Nasr (2003) explains that most code switching as applied in Saudi Arabian schools have syntactic meaning therefore benefits students who have problems understanding second language(s). However, there is disagreement concerning the relationship between code switching and improvement in education system (Suleiman, 2004; Clemons, 2011). While others consider code switching as the process involving entire phrase, some think it is just a matter of borrowing which do not necessarily contribute towards learning. Suleiman (2004) adds that code switching is the ability of bilingual students in Saudi Arabia to alternate between languages in their linguistic repertoire thus enabling them solves class related problems. In as much, Chambers et al. (2002) wonder how the ability of Saudi students to use more than one language in the execution of a speech act can improve their education or academic performance since the transferred phrase or word into the syntax or grammar of another language does not fit the grammatical rule of the new language. To this regard, Clemons (2011) introduces the aspect of code switching and phonological interferences. He suggests that code switching has no phonological interferences. Instead, helps Saudi learners understand meanings they cannot in other language(s).

  1. Method

For the purpose of the area under coverage, and for the research to tackle research question, primary and secondary data is intended to be collected and used. Both primary and secondary data will be arrived at through in-depth, semi-structured, face to face interviews (Chambers et al., 2002). To reduce chances of prejudiced responses, the researcher will be anonymous to the participant; a step also likely to minimise power differentials. For future references, oral interview will be tape recorded. Closed-ended questions have been considered in order to allow respondents choose among the fixed responses since it narrows the field of enquiry. Open-ended question will also help the research easily analyse the data obtained.

  1. References

Alenzi, F. (2001). Code switching: A lexically based investigation, Eric Journal 2, 4‐76.

Retrieved: May 25, 2009 from Eric database.

Blom, J. P. & Gumperz, J. (2004). Social meaning in linguistic structures: Code-switching in

Norway, In D. Hymes & J. Gumperz (Eds.)

The Handbook of Language Estes, N. eds. (2002). ‐Chambers, J., Trudgill, P. and Schilling

Oxford: Blackwell. Variation and Change.

Clemons, B. (2011). The nature of teacher code switching in a bilingual special education

41. Retrieved: August 7, 2013, from Eric database. ‐35Eric Journals classrooms.

Clyne, M. (1999). “Constraints on code-switching: How universal are they?” Linguistics 25.

(4(290)). 739-64.

Eid, M. (2000). Arabic linguistics: The current scene. In M. Eid (Ed.), Perspectives on Arabic

linguistics I (pp. 3-38). Philadelphia, PA: John Benjamins.

. New York: Harper San Francisco . Islam: Religion, History, and CivilizationNasr, S. (2003)

. Cambridge: A War of Words: Language and Conflict in the Middle EastSuleiman, Y. (2004).

Cambridge University.

. Cambridge: Cambridge University.A War of Words: Language and Conflict in the Middle EastSuleiman, Y. (2004).