Instruction in the Language Classroom and the Saudi Vision 2030: A Study Using Delphi Technique With Academics

Abstract

It is imperative to evaluate contemporary language instruction practices to modify the curriculum to ensure that it fulfills the objectives of Vision 2030 which lays down detailed targets for the education sector. In this background, the current study adopts the Delphi Technique with nine recognized language specialists in Saudi Arabia to evaluate the prevalent language instruction environment and predict the desirable changes. Experts’ consensus and survey results indicated many issues that point towards a more inclusive, adaptive, and globally sensitive language education as the most pressing need of the hour. The participants’ agreement is evidence of the persisting chasm between conventional language standards and the massive changes in global communication, and it also highlights the need for translingualism as a strategy to address this chasm. In addition, results also indicated the need for the teaching community to adapt, develop, and prepare to suit the changing language scenario in the world. This need is dire to meet the massive social, cultural, and economic changes that are characteristic of Saudi Arabia today. The study concludes with emphasizing the need for translingualism in meeting the targets and aims spelt in Vision 2030, thus being of significance to academics, curriculum designers, and administrators who are committed to achieving those goals.