Language Policy in Higher Education in the United Arab Emirates: Proficiency, Choices and the Future of Arabic

Autor/in	Al-Bataineh, Afaf
Titel	Language Policy in Higher Education in the United Arab Emirates: Proficiency, Choices and the Future of Arabic
Quelle	In: Language Policy, 20 (2021) 2, S.215-236 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Al-Bataineh, Afaf)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1568-4555
DOI	10.1007/s10993-020-09548-y
Schlagwörter	Semitic Languages; Civil Rights; English (Second Language); Second Language Learning; Language Proficiency; Language of Instruction; State Universities; Language Planning; Educational Policy; Bilingualism; Foreign Countries; Language Role; Language Usage; Futures (of Society); Higher Education; United Arab Emirates + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; Bürgerrechte; Grundrechte; Zivilrecht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Teaching language; Unterrichtssprache; Staatliche Universität; Sprachwechsel; Politics of education; Bildungspolitik; Bilingualismus; Ausland; Sprachgebrauch; Future; Society; Zukunft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Vereinigte Arabische Emirate
Abstract	This article explores the linguistic tension resulting from the English-medium instruction policy at a state university in the UAE. The article is informed by a critical theoretical approach that views language policy from the vantage point of both Arabic and English. It argues that, contrary to the stated national and institutional goals, the current language policy and its implementation are depleting the linguistic capital of the nation. Data drawn from multiple sources show that English-medium instruction is incompatible with the students' low levels of proficiency in English; that the implementation of the institution's bilingual policy is geared towards the development of English only; and that a monolingual conceptualisation underpins institutional practices, thus contributing to Arabic language loss in the education domain. The article proposes that higher education in the country be linguistically diversified in order to achieve the goals of higher education and to protect the linguistic rights of local citizens. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01