Positioning of ESL Saudi Women and Challenges They Face While Learning English in the United States

Abstract

Using the positioning theory of Davies and Harre’ (1999), researchers interviewed ESL Arabic speaking women about issues and challenges of studying English in one mid-south US university. Learning about the social and cultural backgrounds of this specific group can positively impact their English language learning and educational experiences. By helping this group of learners succeed, educators can impact not only these women, but the societies they are going to teach upon returning home. The results indicated that participants took multiple positionings; 1) positioning in relation to gender identity, 2) positioning as a factor for change through education.