This thesis investigates the treatment of culture in English language education (ELE) within a Saudi university setting, focusing on the tensions and intersections between traditional sociocultural norms and the transformative ambitions of Saudi Vision 2030. Using an ecological systems theory framework, the study explores cultural dynamics across various educational layers, including policies, textbooks, classroom practices, and the beliefs of teachers and students. Data collection included document analysis, classroom observations, and interviews to capture the multi-layered approaches to culture.
Findings indicate that while official policies and textbooks advocate for cultural inclusion, in practice, language instruction often prioritizes linguistic skills over cultural discussions. The study attributes this gap to differences in interpretations of educational policies, as well as teachers' and students' diverse sociocultural affiliations and views on culture’s role in learning. Classroom practices, thus, vary significantly, sometimes aligning with broader cultural expectations, but often deviating to suit immediate educational goals. This research underscores the complex and emergent relationship between policy, pedagogy, and real-world teaching practices in Saudi ELE, emphasizing the need for nuanced cultural integration that aligns with both local and global educational standards.