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Impact of Global English on Cultural Identities in the United Arab Emirates: Wanted not Welcome [Kietas viršelis]

  • Formatas: Hardback, 214 pages, aukštis x plotis: 229x152 mm, weight: 590 g, 12 Line drawings, black and white; 34 Halftones, black and white; 10 Tables, black and white; 46 Illustrations, black and white
  • Serija: Routledge Studies in Language and Intercultural Communication
  • Išleidimo metai: 25-Mar-2020
  • Leidėjas: Routledge
  • ISBN-10: 0367230038
  • ISBN-13: 9780367230036
Kitos knygos pagal šią temą:
  • Formatas: Hardback, 214 pages, aukštis x plotis: 229x152 mm, weight: 590 g, 12 Line drawings, black and white; 34 Halftones, black and white; 10 Tables, black and white; 46 Illustrations, black and white
  • Serija: Routledge Studies in Language and Intercultural Communication
  • Išleidimo metai: 25-Mar-2020
  • Leidėjas: Routledge
  • ISBN-10: 0367230038
  • ISBN-13: 9780367230036
Kitos knygos pagal šią temą:
This book provides a nuanced portrait of the complexities of the cultural and linguistic landscape in the United Arab Emirates, unpacking the ever shifting dynamics and attitudes between and about English and Arabic in the region in today's era of superdiversity.// Employing a qualitative phenomenological approach which draws on a rich set of data from questionnaires and focus groups comprising both Emirati and expatriate students and teachers, Hopkyns problematizes the common binary East-West paradigm focused around the tension between the use of English and Arabic in the UAE. Key issues emerging from the resulting analysis include the differing attitudes toward English and in particular, English Medium Instruction, the impact of this tension on identity, and the ways in which the two languages are employed in distinct ways on an everyday scale. // The volume will be of particular interest to students and scholars interested in issues around language and identity, language policy and planning, multilingualism, translanguaging, and language and education.
Content page
Chapter 1: Introduction................................................................. .................1 East/West paradigm in media reports ....................................................1 English as a global language -the debate................................................3 Englishization............................................................... ................5 Hybridization................................................................ ...............6 Colonial celebration and functionalism.................................................7 Post-colonial performativity............................................................... 7 1.3. Modern cultural identities................................................................... 9 Culture...................................................................... ................10 Identity..................................................................... ................12 Plurality and positioning in identity construction.........................................12 Power and negotiation of identities............................................................14 1.4. Interculturality in the age of superdiversity.............................................15 The principles of interculturality (IC)...................................................15 The age of superdiversity............................................................... ..16 Interculturality (IC) and cultural identities (CI) ......................................19 Translingual and transcultural identities...............................................20 Translingual identities................................................................... ........ 21 Transcultural identities................................................................... .......23 The bound nature of language, culture, and identity.................................25 1.5. Research notes and overview of the book...............................................27
Chapter synopses .........................................................................28
Chapter 2: Linguistic angst and cultural tensions in the United Arab Emirates ...............48 2.1. Climate of fast-paced change, hypermobility and superdiversity....................50 Social stratification and Wasta..................................................................53 2.2. English as a lingua franca in multiple domains.........................................57 English in public domains..................................................................58 English in private domains.................................................................60 English in education.................................................................... ....62 Educational background of the UAE...........................................................63 Educational reforms with an emphasis on English..........................................64 English medium instruction in higher education............................................68 2.3. Complex histories with English-speaking nations ....................................69 2.4. Arabic diglossia.................................................................... ........72 2.5 Parallels with other global contexts......................................................75
Chapter 3: Responses to feelings of linguistic and cultural fragility in the Gulf...............91 3.1. Emiratization................................................................ ...............93 3.2. Cultural identity themed conferences and symposia..................................95 3.3. Arabic language drive......................................................................96 Reading...................................................................... ................97 Promoting Arabic in schools..............................................................98 Promoting Arabic through social media and art.......................................99 Grassroots promotion of Arabic - events and institutions...........................102 3.4. Resistance to EMI language policy.....................................................104 3.5. Translingual practices for social justice................................................107 Talking T-shirts - wearing a message.................................................109 3.6. Questioning the effectiveness of resistance...........................................112 English - too powerful to fight.........................................................113 The impracticalities of 'preserving' a language.......................................114 Institutionalized monolingualism ......................................................116 Wanted not welcome.....................................................................1 18
Chapter 4: The Study - Multiple perspectives......................................................127 4.1. University setting: a microcosm of society............................................127 4.2. Approach: Making the invisible visible................................................130 Angle 1: Focus groups ...................................................................133 Angle 2: Open-response questionnaires ...............................................135 Angle 3: Reflexivity through a researcher journal....................................136 4.3. Participants: Multiple realities..........................................................140 Group 1: Emirati university students...................................................141 Group 2: Emirati primary school teachers............................................142 Group 3: Expatriate university English teachers......................................143 4.4. Data collection and analysis: Emergent themes......................................144 Data Collection .........................................................................144 Sampling - Selecting the participants.......................................................145 Data collection tool design and bilingual support.......................................147 Data analysis..................................................................... .......150 Stage 1: Quantitizing questionnaire data.................................................151 Stage 2: Sweeping the data...................................................................153 Stage 3: Use of descriptive summary tables..............................................154 Stage 4: Transcribing and coding the focus group data..............................155 Stage 5: Thick description and reflexivity.................................................156 Emerging themes ........................................................................157
Chapter 5: Language and symbolism...............................................................167 5.1. Language use and ideologies ...........................................................167 Defining language use and language ideologies.....................................167 Essentialism in language ideologies and polarization of languages...............169 Language ideologies - No view from nowhere.......................................170 Emiratis' and Expatriates' Language Use ...........................................172 Emiratis language use.......................................................................... 172 Expatriates' language use.....................................................................173 5.2. Symbolic language: English.............................................................177 English as important for communication..............................................182 English as a language of power and prestige ........................................184 Linguistic passport vs. Linguistic imperialism.......................................185 5.3. Symbolic language: Arabic.............................................................187 Arabic as a language of religion.......................................................191 Arabic as a language of terrorism......................................................192 Arabic as mesmerizing, classic and beautiful........................................195 5.4. Implications of divisive language ideologies.........................................197
Chapter 6: English and cultural identity - the good, the bad and the complex ..............209 6.1. Power and agency....................................................................... .212 Besieged culture mentality.............................................................213 The cultural supermarket...............................................................215 English as the new Wasta......................................................................22 1 6.2. English as additive and subtractive.....................................................224 Confident bilinguals................................................................... ..224 A generation of non-native speakers...................................................226 The domino effect - Oshba's stairs....................................................230 6.3. Complexities in modern cultural identity.............................................234 Owning 'glocal' identities with pride..................................................234 Imbalance of old and new - Copying the West......................................239 6.4. A conflict of desires...................................................................... 242 Mixed messages..................................................................... ......242 Linguistic and cultural conflicts in families ..........................................243
Chapter 7: English Medium Instruction - sociolinguistic implications.......................254 7.1. English medium instruction, Arabic medium instruction, or a choice?..............255 Both EMI and AMI preference: "A balance is good"..............................256 EMI preference: "English is more demanded".......................................258 AMI preference: "Some talented mathematicians may be poor linguists"......261 EMI: Too much, too early..............................................................263 7.2. Importance of teachers' linguistic background........................................265 The native-speaker fallacy in full swing: "For me only UK or USA"............267 The benefits of teachers and students sharing language and culture...............272 7.3. Which English?..................................................................... ...............................277 "Putting a frame" on Western culture.................................................279 Intercultural pragmatics................................................................280 Looking to Asia......................................................................... 283 Think globally, teach locally..........................................................285 Local topics: connecting information with real life....................................286 Global topics: "You don't want to feel stupid when you go outside".............289 Moving forward...................................................................... ...290
Chapter 8: New, not less - Embracing complexities, multiplicities and hybridity............298 8.1. Discourse of balance and inclusion.....................................................300 8.2. Hybridity over purity.....................................................................30 8 8.3. Rethinking English medium instruction ...............................................314 Challenging monolingual ideologies and native-speakerism........................315 Providing choice and agency around medium of instruction.......................317 8.4. Conclusion - the big picture.............................................................318
Sarah Hopkyns is an Assistant Professor in the College of Education, Zayed University, United Arab Emirates. She is also a Fellow of the Higher Education Academy. She has presented and published widely in the field of Sociolinguistics, with a focus on global English, English Medium Instruction (EMI), and cultural identities.