Bilingual Communication Dynamics in Saudi Colleges

This qualitative study examines the language barriers faced by non-Arabic-speaking professionals working in Saudi higher education institutions, where Arabic is the dominant language of the workplace despite English being the medium of instruction. Drawing on thematic analysis of interviews with 15 expatriate employees across various roles, including faculty members, nurses, and researchers, the study explores their perceptions of linguistic exclusion, the challenges of navigating Arabic-dominant communication, and their coping strategies. The findings highlight a strong preference for English as a lingua franca and recommend bilingual workplace policies to enhance inclusivity, well-being, and productivity for linguistic minorities in multilingual institutional contexts

Arabic · English as a lingua franca · Expatriate · First language · Language barrier · Lingua franca · Perception · Qualitative research · Thematic analysis · International Student and Expatriate Challenges · Multilingual Education and Policy · Second Language Learning and Teaching