“It’s difficult, but it’s worth it”: Saudi Mothers’ investment in their children’s Arabic heritage learning in the U.S.

ABSTRACT

This case study delves into the experiences of three Saudi mothers living in the United States, exploring their evolving understanding of their children’s language needs and the obstacles they face as learners of Arabic heritage language (AHL). The study is rooted in the notion of language as a form of capital and Bonny Norton’s metaphor of investment in language learning. It examines how AHL serves as a multifaceted form of social, cultural, and academic capital for their children’s present and future lives in both the U.S. and Saudi Arabia. Through individual, semi-structured interviews, the study unveils the experiences, motivations, and challenges faced by the mothers in maintaining their children’s AHL. The findings illustrate three distinct stages in the children’s language learning journey, initially emphasizing English as the predominant language with capital in the U.S. followed by a crucial shift toward recognizing the significance of AHL preservation. Ultimately, this study sheds light on the nuanced role of AHL as an essential asset and its interconnectedness as a dynamic cultural and academic resource. The implications extend to social inclusion and identity formation, enriching our understanding of the intricate interplay between language, culture, and identity development.

KEYWORDS:

• Arabic as a heritage language
• heritage language learners
• cultural identity
• cultural capital
• academic capital

Acknowledgments

I am sincerely grateful to the women who participated in the interviews in this study for sharing their experiences with me. These insights would not be possible without your input.

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Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

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Funding

The author(s) reported there is no funding associated with the work featured in this article.