Peer-reviewed article
A need or a luxury? Parents' attitudes towards international schools from a linguistic perspective.
Almulhim F, Alshenqeeti H, Almoaily M, Alsaawi A, Alahmadi N ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study surveyed 76 Saudi parents about their attitudes towards international schools where English is the language of instruction. Parents chose these schools primarily for their reputation in science education, high-quality curricula, and English language skills needed for university and employment. However, parents expressed concerns about the impact on their children's Arabic language development.
Key points
- 72.4% of parents valued international schools for strong science education reputations
- 80% cited high quality curricula as a reason for choosing international schools
- 85% emphasized the importance of intensive English input for university and labour market requirements
- Some parents used international schools as a temporary bridge before returning to public schools
- Parents expressed concerns about the influence on children's first language (Arabic) acquisition
Limitations
This study focuses on parental attitudes and preferences rather than evaluating the actual impact of international schools on children's language development or academic outcomes. It does not measure whether the schools deliver on parents' expectations or what effects they have on children's bilingual development.
Abstract
English is the language of instruction at international schools in Saudi Arabia, which have traditionally been attended by the children of expatriate professionals living in the country. In recent years, Saudi parents have begun to enrol their children in international schools, which is a novel phenomenon in the Saudi context. This study assessed parents' attitudes towards international schools from a linguistic perspective as well as their attitudes towards the potential impact on their children's first language - Arabic. Using a mixed-methods research design, both quantitative and qualitative data were collected from 76 parents using a 30-item questionnaire with a combination of open-ended and close-ended question. The findings indicate that Saudi parents choose international schools for a variety of reasons, including strong reputations in science education (72.4% of the sample), high quality curricula (80%), and the intensive English input required in various university specialisations and the labour market since Saudi Arabia (85%). Other reasons and concerns were also reported by some parents in the qualitative data. Saudi families returning from time spent in English-speaking countries choose international programmes for their monolingual children, either as a bridge before enrolment in public schools or as a long-term option. Despite the increasing popularity of international schools, Saudi parents nevertheless report concerns about the influence of international schools on children's first language acquisition.