The Impact of Global English on Cultural Identities in the United Arab Emirates: Wanted not Welcome

Cover
Half Title
Series
Title
Copyright
Contents
List of figures and tables
Preface
Acknowledgements
1 Introduction
	1.1 East-West Paradigm in Media Reports
	1.2 English as a Global Language – the Debate
		Englishization
		Hybridization
		Colonial-Celebration and Functionalism
		Post-Colonial Performativity
	1.3 Modern Cultural Identities
		Culture
		Identity
			Plurality and Positioning in Identity Construction
			Power and Negotiation of Identities
	1.4 Interculturality and Superdiverse Contexts
		The Principles of Interculturality (IC)
		The Age of Superdiversity
		Interculturality (IC) and Cultural Identities (CI)
		Translingual and Transcultural Identities
			Translingual Identities
			Transcultural Identities
		The Bound Nature of Language, Culture, and Identity
	1.5 Research Notes and Overview of the Book
		Chapter Synopses
2 Linguistic Angst and Cultural Tensions in the United Arab Emirates
	2.1 Climate of Fast-Paced Change, Hypermobility, and Superdiversity
		Social Stratification and Wasta
	2.2 English as a Lingua Franca in Multiple Domains
		English in Public Domains
		English in Private Domains
		English in Education
			Educational Background of the United Arab Emirates
			Educational Reforms With an Emphasis on English
			English Medium Instruction in Higher Education
	2.3 Complex History With English-Speaking Nations
	2.4 Arabic Diglossia
	2.5 Parallels With Other Global Contexts
3 Responses to Feelings of Linguistic and Cultural Fragility in the Gulf
	3.1 Emiratization
	3.2 Cultural Identity Themed Conferences and Symposia
	3.3 Arabic Language Drive
		Reading
		Promoting Arabic in Schools
		Promoting Arabic Through Social Media and Art
		Grassroots Promotion of Arabic – Events and Institutions
	3.4 Resistance to EMI Language Policy
	3.5 Translingual Practice for Social Justice
		Talking T-Shirts – Wearing a Message
	3.6 Questioning the Effectiveness of Responses to the Dominance of English
		English – Too Powerful to Fight
		The Impracticalities of ‘Preserving’ a Language
		Institutionalized Monolingualism
		Wanted Not Welcome
4 The Study – Multiple Perspectives
	4.1 University Setting: A Microcosm of Society
	4.2 Approach: Making the Invisible Visible
		Angle 1: Focus Groups
		Angle 2: Open-Response Questionnaires
		Angle 3: Reflexivity Through a Researcher Journal
	4.3 Participants: Multiple Realities
		Group 1: Emirati University Students
		Group 2: Emirati Primary School Teachers
		Group 3: Expatriate University English Teachers
	4.4 Data Collection and Analysis: Emergent Themes
		Data Collection
			Sampling – Selecting the Participants
			Data Collection Tool Design and Bilingual Support
		Data Analysis
			Stage 1: Quantitizing Questionnaire Data
			Stage 2: Sweeping the Data
			Stage 3: Use of Descriptive Summary Tables
			Stage 4: Transcribing and Coding the Focus Group Data
			Stage 5: Thick Description and Reflexivity
		Emerging Themes
5 Language and Symbolism
	5.1 Language Use and Ideologies
		Defining Language Use and Language Ideologies
		Essentialism in Language Ideologies and Polarization of Languages
		Language Ideologies – No View From Nowhere
		Emiratis’ and Expatriates’ Language Use
			Emiratis’ Language Use
			Expatriates’ Language Use
	5.2 Symbolic Language: English
		English as Important for Communication
		English as a Language of Power and Prestige
		Linguistic Passport vs. Linguistic Imperialism
	5.3 Symbolic Language: Arabic
		Arabic as a Language of Religion
		Arabic as a Language of Terrorism
		Arabic as Mesmerizing, Classic, and Beautiful
	5.4 Implications of Divisive Language Ideologies
6 English and Cultural Identity – the Good, the Bad, and the Complex
	6.1 Power and Agency
		Besieged Culture Mentality
		The Cultural Supermarket
		English as the New Wasta
	6.2 English as Additive and Subtractive
		Confident Bilinguals
		A Generation of Non-Native Speakers
		The Domino Effect – Oshba’s Stairs
	6.3 Complexities in Modern Cultural Identities
		Owning ‘Glocal’ Identities With Pride
		Imbalance of Old and New – Copying the West
	6.4 A Conflict of Desires – Push and Pull
		Mixed Messages
		Linguistic and Cultural Conflicts in Families
7 English Medium Instruction – Sociolinguistic Implications
	7.1 English Medium Instruction, Arabic Medium Instruction, or a Choice?
		Both EMI and AMI Preference: ‘A Balance is Good’
		EMI Preference: ‘English is More Demanded’
		AMI Preference: ‘Some Talented Mathematicians may be Poor Linguists’
		EMI: Too Much, Too Early
	7.2 Importance of Teachers’ Linguistic Backgrounds
		The Native-Speaker Fallacy in Full Swing: ‘For Me Only UK or USA’
		The Benefits of Teachers and Students Sharing Language and Culture
	7.3 Which English?
		‘Putting a Frame’ on Western Culture
		Intercultural Pragmatics
		Looking to Asia
		Think Globally, Teach Locally
			Local Topics: Connecting Information With Real Life
			Global Topics: ‘You Don’t Want to Feel Stupid When You Go Outside’
		Moving Forward
8 New, Not Less – Embracing Complexities, Multiplicities, and Hybridity
	8.1 Discourse of Balance and Inclusion
	8.2 Hybridity Over Purity
	8.3 Rethinking English Medium Instruction as it Currently Exists
		Challenging Monolingual Ideologies and Native-Speakerism
		Providing Choice and Agency Around Medium of Instruction
	8.4 Conclusion – the Big Picture
Index