An Arabian Gulf: First-Year Composition Textbooks at an International Branch Campus in Qatar

Rudd, Mysti; Telafici, Michael

doi:10.37514/int-b.2017.0896.2.05

Cited by 2 publications

(1 citation statement)

References 96 publications

(124 reference statements)

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“…Scholarship that focuses on the MENA has developed related approaches, noting challenges in teaching so-called Western values of free speech in countries with institutionalized censorship, religiously based curriculum, and gender inequities (Queen, 2012;Weber et al, 2015). Scholars have also focused on cultural-ideological challenges associated with program administration (Austin, 2017;Ayash, 2015), transfer (Annous et al, 2017), writing assignments (Miller & Pessoa, 2017), and textbook selection (Rudd & Telafici, 2017). Other studies have addressed English writing acquisition in the MENA from perspectives of language acquisition: for example, cognitive-behavioral monitoring (Abdel Latif, 2014), modality (Al-Sharafi, 2014), the use of passive voice (El-Nabih, 2014), language deficit (Wetzel & Reynolds, 2015), and language plurality (Hodges & Kent, 2017).…”

Section: Introductionmentioning

confidence: 99%

Traversing Academic Contexts: An Egyptian Writer’s Literacy Learning Trajectory From Public School to Transnational University

Austin

2022

Written Communication

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This article follows the academic literacy learning trajectory of Farah, an undergraduate anthropology major at the American University in Cairo. In charting her path from the Egyptian public schooling system to a Western-based transnational university, this study offers a perspective in which a writer created and navigated a challenging trajectory and adapted Western-based literacies to aid in the development of an academic and professional agenda based in personal and national interests. This article draws on frameworks in composition studies and transnational literacy studies to suggest that theorizing such trajectories may require new concepts that can account for literacy learning trajectories for writers like Farah.

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Section: Introductionmentioning

confidence: 99%

Traversing Academic Contexts: An Egyptian Writer’s Literacy Learning Trajectory From Public School to Transnational University

Austin

2022

Written Communication

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English, super‐diversity, and identity in the State of Qatar

Hillman

Eibenschutz

2018

World Englishes

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This article provides a contemporary profile of English, or Englishes thereof, in the State of Qatar, a tiny country undergoing tremendous socio-cultural transformations. The historical background section contextualizes Qatar's contemporary linguistic 'super-diversity' as a continuity of mobility, integration, and exchange with various communities within and beyond the shores of the Arab/Persian Gulf for centuries. We describe Qatar's present-day sociolinguistic situation, English language policy initiatives and reforms in the educational context, and take a critical stance toward the common homogenizing view of English and Arabic language in the region, one that precludes a nuanced understanding in terms of wider cultural and linguistic processes taking place and shaping identities in Qatar today.

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An Arabian Gulf: First-Year Composition Textbooks at an International Branch Campus in Qatar

Cited by 2 publications

References 96 publications

Traversing Academic Contexts: An Egyptian Writer’s Literacy Learning Trajectory From Public School to Transnational University

Traversing Academic Contexts: An Egyptian Writer’s Literacy Learning Trajectory From Public School to Transnational University

English, super‐diversity, and identity in the State of Qatar

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