This qualitative multiple case study explored Saudi World Language English instructional approaches from a Positioning Theory perspective, focusing on empowering learner agency in tertiary-level education in Saudi Arabia. Using a combination of semi-structured interviews, classroom observations, researcher journals, and analysis of classroom documents, this research uncovered key findings. It revealed contradictions between educators' reported enthusiasm and actual classroom practices, as well as the negative impact of educators' positioning on teaching practices and learner participation. The study underscored the need for a contextualized learning environment that fosters dialogical relationships and learner-centered lecturing innovations to promote equity and acceptance. These insights inform world language programs in Saudi Higher Education Institutions, advocating for a shift towards inclusive instructional approaches that enhance learner agency and active engagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]