ABSTRACT
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.
TABLE OF CONTENTS
chapter 1|16 pages
English as a Medium of Instruction on the Arabian Peninsula
part 1|69 pages
EMI Policy and Practice
chapter 2|21 pages
English-Medium Instruction in the Arab Gulf States
chapter 4|15 pages
Language Policies and Ideologies in Qatar
chapter 5|16 pages
English-Medium Instruction in Emirati Higher Education
part 2|42 pages
Stakeholder Perspectives of EMI
chapter 6|23 pages
Negotiating the Arabic and English Space in UAE Higher Education
part 3|56 pages
Institutional Implications for EMI Pedagogy
part 4|48 pages
EMI and Teacher Professional Development
chapter 12|17 pages
An ‘Inconvenient Truth’
chapter 13|14 pages
Reflective Practice
part 5|6 pages
Epilogue