By Ahmad Al-Issa, Laila S. Dahan

This quantity comprises chosen chapters from researchers and students bearing on worldwide English within the Arab global. It brings a brand new point of view to the phenomenon of worldwide English as today’s lingua franca by way of targeting a space of the area that's bothered by means of the unfold of English. The e-book is going to the center of a linguistic hindrance: the impression of worldwide English at the Arabic language, Arab tradition, and id. New empirical proof and insights into this challenge are awarded via numerous researchers. the bulk elevate matters in regards to the long term viability of recent ordinary Arabic within the face of world English. In gentle of the ever-expanding progress of worldwide English, this publication offers voice to the troubles of individuals within the Arab international approximately conserving their language, tradition, and id.

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Additional resources for Global English and Arabic: Issues of Language, Culture, and Identity

Sample text

Codeswitching: Anthropological and sociolinguistic perspectives. New York: Mouton de Gruyter. Holt, M. (1996). Divided loyalties: Language and ethnic identity in the Arab world. In Y.  11–24). Surrey, UK: Curzon. Jay, P. (2001). Beyond discipline? Globalization and the future of English. PMLA, 116(1), 32–47. E. (2004). Language and identity: National, ethnic, religious. New York: Palgrave Macmillan. Kachru, B. (1992). Teaching world Englishes. In B.  355–365). Urbana: University of Illinois Press.

Can we af ford to see EMI isolated from issues of socio-cultural and linguistic identity which ultimately shape the students’ learning experience at the tertiary level? Neutral and pseudo-empirical discourses in education, especially in matters of language policy, can distort reality. In pursuit of performance, achievement, and employability students’ faces are dehumanized and their voices silenced and the result is a distorted reality of the students’ learning conditions. A critical reading of this reality is needed so we can engage with the various ef fects of the EMI policy.

Such programmes are a common feature of tertiary education in the UAE and large numbers of EFL specialists are employed to cater for the students’ linguistic needs and provide academic support. The majority of the students in these intensive English programmes come from public school backgrounds, where content subjects were taught in Arabic. Among the interviewed participants there was a general acceptance and recognition of the international status of English and its role in development, economy, and global communication.

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