"Focusing on English as a Medium of Instruction (EMI) in the Arab Gulf states, the authors consider both sociolinguistic and pedagogical perspectives, and explore practical implications. This edited volume features chapters covering how teachers are negotiating the linguistic challenges posed by EMI; issues of ownership, choice and agency; the scaffolding of academic literacies; how to support the development of content teachers' pedagogical content knowledge in EMI settings as well as the benefits of a bilingual education. Chapter authors all have extensive local experience that they draw upon reflectively in their writing. Policy-makers, teachers and teacher educators wondering how they can best balance the need to develop competence in English in students of all ages on the Arabian Peninsula in a globalizing world, together with the concern to nurture Arabic language, culture and identity, will gain rich insights from this book. Postgraduates and researchers exploring issues surrounding EMI, both locally and internationally, will benefit from the arguments presented in this volume"--
This edited volume features chapters covering how teachers are negotiating the linguistic challenges posed by EMI; issues of ownership, choice and agency; the scaffolding of academic literacies; how to support the development of content teachers pedagogical content knowledge in EMI settings as well as the benefits of a bilingual education.
Focusing on English as a Medium of Instruction (EMI) in the Arab Gulf states, the authors consider both sociolinguistic and pedagogical perspectives, and explore practical implications.
This edited volume features chapters covering how teachers are negotiating the linguistic challenges posed by EMI; issues of ownership, choice and agency; the scaffolding of academic literacies; how to support the development of content teachers pedagogical content knowledge in EMI settings as well as the benefits of a bilingual education. Chapter authors all have extensive local experience that they draw upon reflectively in their writing. Policy-makers, teachers and teacher educators wondering how they can best balance the need to develop competence in English in students of all ages on the Arabian Peninsula in a globalizing world, together with the concern to nurture Arabic language, culture and identity, will gain rich insights from this book.
Postgraduates and researchers exploring issues surrounding EMI, both locally and internationally, will benefit from the arguments presented in this volume.
1. English as a Medium of Instruction on the Arabian Peninsula: Shifting
Perspectives, Developing Understandings
Mark Wyatt
2. English-Medium Instruction in the Arab Gulf States: Strategies Needed to
Support the Realization of Governmental Visions for 2030 and Beyond
Kay Gallagher and Wayne Jones
3. The Rich Promise of Bilingual Education in UAE K-12 Government Schools
Glenda El Gamal
4. Language Policies and Ideologies in Qatar: Is Resistance to English-medium
Instruction the Right Resistance?
Sara Hillman
5. English-medium Instruction in Emirati Higher Education: The Importance of
Choice and Agency
Sarah Hopkyns
6. Negotiating the Arabic and English Space in UAE Higher Education: The
Ownership of English in the English-medium Instruction Context
Wafa Zoghbor
7. Pathways to Interculturality and the Saudi 2030 Vision
Melanie van den Hoven and Muneer Al Qahtani
8. Intercultural Content in EFL Materials at Secondary Schools in Kuwait and
Saudi Arabia
Marta Maria Tryzna
9. Helping Gulf Arab Learners Negotiate the Linguistic Challenges Posed by
English as a Medium of Instruction
Melanie Gobert
10. Re-thinking the Scaffolding of Academic Literacies in EMI Higher
Education on the Arabian Peninsula
Simon Green
11. Using EMI in Teaching STEM Subjects on the Arabian Peninsula to Support
Arabic-speaking Learners
Martina Dickson and David Litz
12. An Inconvenient Truth: EMI University STEM Instructors in the Arab Gulf
Need Targeted Professional Development to Help Them Address their Learners
Needs
Curtis Bradley, Jessica Midraj and Asli Hassan
13. Reflective Practice: Professional Learning for Faculty at an EMI
Institution in the UAE
Christina Gitsaki and Wafa Zoghbor
14. English as a Medium of Instruction on the Arabian Peninsula: Future
Directions
Peter De Costa
Mark Wyatt is Associate Professor of English at Khalifa University in the UAE, having previously worked for the Universities of Leeds (in Oman) and Portsmouth, UK. His research interests include language teachers self-efficacy beliefs, reflective practice, practitioner research, mentoring, and EMI. He recently co-edited International Perspectives on Mentoring in English Language Education (Palgrave).
Glenda El Gamal is Senior Lecturer of English at Khalifa University in the UAE, having previously worked in Egypt and Australia as a language teacher, researcher and teacher educator. Her research interests encompass EMI, intercultural communication, and Academic Writing for STEM. She is currently Research Networks Coordinator for AILA.
