Abstract
This qualitative study aimed to examine the embedded language ideologies within L2 Saudi students’ metaphorical texts to discover their ideological perspectives about language mixing. Using language ideology as a lens of analysis, this study examined 74 metaphorical texts written by undergraduate students to determine their language ideologies. The results revealed that the students held multiple and contradictory language ideologies about language mixing. Students’ language ideologies were found to be an orientation along a language ideological continuum with one end representing the ideology of language mixing as a resource and the other reflecting the ideology of language mixing as a challenge. Some students’ language ideologies may fall somewhere in the middle of this continuum since they expressed conflicting language ideologies, perceiving language mixing as both a valuable resource and a potential challenge. Using language ideologies as a lens to evaluate students' metaphorical texts allowed the different language ideas hidden within the three basic language ideologies to be revealed. In addition, the study found that the students employed different metaphors to conceptualize language mixing, covering a wide range of areas such as food, drinks, objects, places and activities. The findings suggested that Saudi students’ metaphors and language ideologies are intertwined and mutually influence each other. This study recommends that teachers use conceptual metaphors as a reflective tool to unveil L2 students’ perspectives on academic activities and calls for further research on conceptual metaphors and language ideologies in L2 contexts.