واقع اللغة العربية في المدارس العالمية وأثرها في الهوية الثقافية لطلاب المرحلة الثانوية في مدينة جدة
The study explored the status of Arabic language in international secondary schools in Jeddah from teachers' perspective and its impact on students' cultural identity. It used a mixed-methods approach with nine teachers interviewed and 102 students surveyed. Teachers highlighted positives such as diverse teaching strategies and student-centered content. However, they acknowledged their own linguistic weaknesses and a mismatch between their language skills and grade level. Students expressed awareness of the importance of their mother tongue and a desire to learn it, along with positive feelings towards their country. However, a significant portion of students dreamed of migration, and many lacked knowledge in religious matters, indicating the marginalization of Arabic language's effect on their cultural identity. The study recommends reviewing minimum Arabic language requirements, ensuring oversight, and developing curricula that match students' proficiency levels and enhance their motivation to learn. (Published abstract)