Bridging or Dividing? Chinese Language Integration and the Resilience of ELT in Saudi Higher Education under Vision 2030: Policy Symbolism vs. Pedagogical Realities

Saudi Arabia has pledged to attract international investments as part of its Vision 2030 policy, one that seeks to diversify the education and economic environment of the country, especially by enhancing alliances with China. In support of this objective, some higher education institutions have established or initiated the teaching of the Chinese language within English-dominant educational environments, in addition to the currently taught English Language courses. This paper examines the implementation of Chinese in ELT practices in Saudi Arabia, focusing on the deployment of institutional methodologies, stakeholder viewpoints, and the ideological consequences of the policy-based multilingual curriculum revolution. The study employs a multiple-case design that is based on language policy and planning (Ricento, 2006) and translingual pedagogies (Garcia & Wei, 2014). It relies on semi-structured interviews and responses to these interviews by key stakeholders of the case, as well as analysis of institutional documents and a faculty, administrative, and student survey. Insights indicate an ongoing antagonism between English as a linguistic capital of dominance (Bourdieu, 1991) and the novel valorisation of Chinese as a diplomatic language of the state. The research offers critical perspectives on how Saudi higher education navigates the linguistic pluralism of Vision 2030's framework and suggests implications for multilingual curriculum design, trainer preparation, and language policy implementation.