Abstract
Computer science terminology is generally based on words that have a related original meaning in English and rooted in western tradition. Hence, students from other cultures and students that are not native English speakers, will not be helped by language and culture in understanding computer science concepts. In this work, the authors review the interrelationship between language, cultural background, and the learning of computer science. A comparative study is under preparation in which this relationship is to be examined. The study will compare the intuitive understanding of computer science concepts between Saudi student groups of different English language proficiency levels and of different maturity levels. A test has been designed in order to reveal differences in the perception of computer science concepts that can be attributed to such background differences. The study will serve as a starting point for further work on how computer science education can be enhanced for students that are non-native English speakers.