English Question
Instruction through the English Medium and its Impact on Arab Identity Belhiah, H. & AlHussein, A. (2016). Instruction through the English medium and its impact on Arab identity. Arab World English Journal, 7(2): pp. 342-357. DOI:10.24093/awej/vol7no2.23 Edited by Emily Wilson Abstract: This study investigates the impact of English medium instruction on students’ Arab identity and mastery of Arabic. The study, which was done at two high schools in Abu Dhabi, examines students’, teachers’, and parents’ ideas about the effect of English instruction on students’ identities and knowledge of Arabic. A total of 140 students, 30 teachers, and 40 parents responded via survey questionnaires and structured interviews about the impact of EMI (English medium instruction) on students. Results suggest that students are becoming more competent in English and less fluent in Arabic. In addition, even though the students know that Arabic is central to Arab identity, it no longer represents the core of their social identity. The study calls for a bilingual curriculum in which Arabic and English are used for instruction equally, so that English does not pose a threat to Arab identity or heritage. Introduction & Literature Review: Language affects identity Among many important elements of identity, language is the most important, since it is part of a country’s history, and according to Masri (2012), language is how people interpret the world. Language reflects people’s behavior, thinking, and understanding of themselves and their surroundings. It is the lens through which people see each other. Like Masri, Holes (2011) explains that “Speech is the counterpart of how people dress” (p. 132). It is no wonder that language plays a major role in shaping the identity of individuals and nations. Language is often seen as an element that needs to be protected from foreign influence. In recent history, the English language has become the most widely used language of communication around the world. It has an official status in at least 75 countries worldwide, and it is used widely in many more countries (de Swaan, 2001). Therefore, deSwaan (2001) argues that the English language has a significant impact on many people from different countries and their sense of self. Language and identity matter in education In her analysis of language and identity, Norton (1997) argues that educators should take the relationship between language and identity seriously. She argues that when teachers use different languages in the classroom, those languages are helping shape students’ identities (Norton, 1997). Hornberger (2010) supports this concept by affirming that when we learn new things, we are not just forming new knowledge, but we are also forming ourselves. Arab language and identity Patai (1982) and Barakat (1993) agree in their definition of Arab identity: they say that Arabs are a group of people who live in Arab countries and share common traditions and customs. Arabs can be recognized by their supreme ethics and values, which are derived from Islamic teachings and pre-Islamic, nomadic ideals. Patai describes Arabs as people with courage, generosity, hospitality, self-respect and honor, and considers these as some of the virtues that are part of Arab identity. On the other hand, Suleiman (2003) argues that being Arab does not necessarily mean being a Muslim, or living in an Arab country, and argues that language is the most important of Arab identity. Furthermore, Suleiman acknowledges the role of the Arabic language as a symbol of Arab identity (Suleiman, 2003). Arabic language under threat Although Arabic is central to Arab identity, today it faces several challenges that threaten its existence. Nowadays, Arabic language and identity have come under threat due to a wave of globalization and the arrival of Western values and culture. While Arabic is seen as the language of cultural authenticity, localism, tradition, emotions, and religion, English is associated with modernity, global trade, business, material status, and secularism (Findlow, 2006). Therefore, English is widely used by Arabs in many aspects of their daily lives. Zughoul (2003) does not believe that English use is as universal in the Arab world as Findlow says it is, but Zughoul does believe that Arab countries see English as important to teach in schools for the purpose of economic development. English in the UAE The UAE has been working to further enhance the use of English in both private and public schools. Belhiah and Elhami (2013) argue that the UAE is showing increasing interest in educating young Emiratis in English, as it is the language of business, technology and science. However, they caution that this is happening at the expense of Arabic proficiency and suggest that decision makers develop a bilingual curriculum “in which English does not eclipse the Arabic language and marginalize its culture” (p. 22). It is such debates and controversies that this study seeks to address. The study is motivated by questions like: Have Arab students been disadvantaged by English Medium of Instruction (EMI)? Is the impact on students’ Arab identity always negative? Is bilingual education in Arabic and English a good solution to this problem (Lambert, 1980)? While this study cannot provide complete answers to such complex issues, this research begins to address the impact of English as a medium of instruction on identity based on students’, teachers’ and parents’ reported observations. As a group, read carefully the above Literature Review, do the following tasks, submit individually. A. Annotate the following on the document. a. Write the main point of each paragraph in the margin b. Underline / highlight the verbs c. Circle / highlight the hedges (often, may, can be, etc..) d. Put a star beside / highlight any statements that identify a problem. B. 1. 2. 3. 4. 5. 6. Answer the following questions: What does the Literature tell us about the impact of the English medium? What does the Literature tell us about education and children? What studies have been compared to Suleiman’s study? What is the gap of the study that needs to be investigated? What are the research questions that will be used in order to investigate the gap on the topic? What transitional or hedging words are used and what do they indicate?
Collepals.com Plagiarism Free Papers
Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers.
Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS
Why Hire Collepals.com writers to do your paper?
Quality- We are experienced and have access to ample research materials.
We write plagiarism Free Content
Confidential- We never share or sell your personal information to third parties.
Support-Chat with us today! We are always waiting to answer all your questions.
