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

Hillman, Sara; Eibenschutz, Emilio Ocampo

doi:10.1111/weng.12312

Cited by 33 publications

(28 citation statements)

References 60 publications

(72 reference statements)

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“…However, using FLMI increases the job opportunities for SUSs internationally (Hillman et al, 2018). Bozdoğan & Karlıdağ (2013) interviewed 15 Turkish students.…”

Section: Introductionmentioning

confidence: 99%

Language of Instruction Policy in Science Programs: Science University Students’ Voices

Alhamami

2019

JPII

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The language of instruction policy in science university programs is chosen by different stakeholders. The voice of science university students (SUSs) has been neglected in many science programs around the world. A review of the literature shows that among all stakeholders, SUSs are influenced most-both positively and negativelyby the medium of instruction policy. This study analyzed the perspectives of 186 SUSs regarding the use of the country's official language as the medium of instruction (OLMI) and a foreign language as the medium of instruction (FLMI) in science undergraduate programs. The results showed that the majority of the participants were negatively affected by the policy of using FLMI and that their voices have been neglected. Most of the SUSs supported changing the policy to OLMI. Thus, there were contradictions between the objectives of the current policy and its real outcomes. The policy reduced the achievement of learning outcomes in science programs. The study recommended an in-depth investigation of the outcomes of the medium of instruction policy among SUSs. Neglecting the voice of science students hindered their learning outcomes.

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“…However, using FLMI increases the job opportunities for SUSs internationally (Hillman et al, 2018). Bozdoğan & Karlıdağ (2013) interviewed 15 Turkish students.…”

Section: Introductionmentioning

confidence: 99%

Language of Instruction Policy in Science Programs: Science University Students’ Voices

Alhamami

2019

JPII

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“…The Middle East and North Africa (MENA) region is no exception. Characterized by interdisciplinarity and diversity in terms of methodologies and orientations, WE‐focused scholarship in MENA investigates a variety of issues, including descriptive accounts of emerging varieties of Englishes in the region (Fussell, 2011; Mahboob, 2013), descriptive synchronic/diachronic sociolinguistic analyses of various countries in the region (Belmihoub, 2017; Selvi, 2011), various roles, values and benefits that English as a global language has vis‐à‐vis other languages in the region (Erling, 2015; Euromonitor, 2012; McIlwraith, 2013), linguistic superdiversity and identity (Al‐Issa & Dahan, 2011; Hillman & Ocampo Eibenschutz, 2018; Karmani, 2005) language (education) policy and planning (Barnawi, 2018; Kirkpatrick, 2017), and the diverse set of implications of these issues on English language teaching (Devrim & Bayyurt, 2010; Hidri, 2019; Reinders, Coombe, Littlejohn, & Tafazoli, 2019).…”

Section: Introductionmentioning

confidence: 99%

A scoping review of world Englishes in the Middle East and North Africa

2020

Self Cite

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This study presents the first scoping review (Arksey & O'Malley, 2005; Levac, Colquhoun, & O'Brien, 2010) of world Englishes (WE) research in the Middle East and North Africa (MENA) – providing a knowledge synthesis of studies related to the sociolinguistic dynamics and realities of English(es) in one of the most underexplored WE contexts. Although the burgeoning research on English in the region focuses on macro sociolinguistic issues, language policy and planning, and language teaching and learning, there is a pressing need for a systematic investigation of scholarship with an exclusive WE perspective (Mahboob, 2013). On this premise, we map the body of WE literature pertinent to this region during the last two decades (2000–2019). We provide an overview of the state of the research activity, helping to identify the knowledge gaps and determine a fruitful research agenda for scholars interested in the diverse issues of WE in the MENA region.

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“…The future of the English language is constantly changing, even in MENA societies, which have traditionally been regarded as classic Expanding Circle contexts. English in the MENA region has a major impact on the identity of Muslims/Arabs (Elyas & Picard, 2010; Hillman & Ocampo Eibenschutz, 2018; Mahboob, 2013), and on Arabic heritage, identity, and language (Al‐Issa & Dahan, 2011; Hopkyns, 2014, 2020; Palfreyman & Al‐Bataineh, 2018). In the past, it has been suggested that the tension between Islam and the West might lead to a conflict between Islamic‐national and Western‐global influences and the clash between civilizations (Elyas, 2008; Elyas & Picard, 2013; Mahboob & Elyas, 2014; Huntington, 2000).…”

Section: Introductionmentioning

confidence: 99%

World Englishes in the Middle East and North Africa (MENA)

Elyas

2020

World Englishes

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This special issue highlights the importance of world Englishes research in the Arabic‐speaking and non‐Arabic Middle East and North Africa (MENA) region. Scrutiny of the world Englishes (WE) research literature suggests that the MENA region is largely understudied and undertheorized, and that there is a lacuna in research with reference to this topic. The use of English in this geopolitical region is diverse, and the spread of English has emerged not merely as a response to political and economic advancements, but also as the need for scientific progress and development, and the need in higher education in the region. As the role of English has been increasingly important in recent decades, official language policies have been based on both economic and political considerations, while various ideologies have also impacted the spread of English in the domain of education.

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

Cited by 33 publications

References 60 publications

Language of Instruction Policy in Science Programs: Science University Students’ Voices

Language of Instruction Policy in Science Programs: Science University Students’ Voices

A scoping review of world Englishes in the Middle East and North Africa

World Englishes in the Middle East and North Africa (MENA)

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