No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
The role and status of the English language in Kuwait
Abstract
In the Arab world, English is having substantial effects on the region's educational systems, language policies and patterns of language use (Nunan, 2003; Bolton, 2008; Kirkpatrick, 2008). Having realized the importance of English in all domains of life, Arab countries have encouraged the acquisition of English by their people. Most Arab countries have introduced English as a main subject in the school curriculum. In most government and private sectors, most business organizations ask for proof of English proficiency before hiring people for employment.
... In Kuwait, multilingualism has become a norm rather than an exception due to the global spread of the English language through a variety of means. One of the outcomes of multilingualism in Kuwait is the pervasiveness of code-switching between Arabic and English in informal social contexts, such as cafes, chalets, seaside chalets, and family gatherings (Dashti, 2015). Code-switching in Kuwait has gained significant scholarly attention due to its complex interplay with sociocultural dynamics, identity construction, and communication efficiency. ...
... Whilst Kuwaitis who employ Arabic-English code-switching believe that it projects high social status and boosts their social glamour (AlRumaihi, 2021), it has been observed that there may be some Kuwaitis who hold certain reservations towards individuals who engage in code-switching (Hayat & AlBader, 2022), despite the recognition of English as a prestigious language in Kuwait. In addition, while most attitudinal research has focused on Kuwaitis' attitudes towards the English language itself (e.g., Dashti, 2015), the utilisation of Arabic-English code-switching in social contexts could be perceived differently. Thus, this research aims to investigate whether deploying code-switching in informal social contexts meets code-switchers" expectations, or whether their attempt to endorse status and solidarity is generating contrasting results. ...
... Almuhanna"s (2018) statement aligns with findings from Dashti"s (2015) study which reveals the real reason behind Kuwaitis" choice of private English schools, namely, it is not about speaking English, but rather what speaking English represents. Dashti (2015) describes that Kuwaitis believe English proficiency is a sign of prestige and social glamour. Akbar (2007) explains that this belief is established by the notion that English embodies an image of the Western lifestyle that symbolises modernity and efficiency. ...
The omnipresence of Arabic-English code-switching in Kuwaiti social contexts is unequivocal. Several studies have indicated that the motivation behind deploying such linguistic variety is to promote social status and solidarity. This study investigates whether adopting such linguistic variety in Kuwaiti social domains meets code-switchers‟ expectations by characterizing and positioning them in the desired social category. Using a verbal-guise test, the study examines the status (class, education, intelligence) and solidarity (showing-off, attractiveness, sociability) dimensions of 92 Kuwaitis‟ cognitive attitudes towards Arabic-English code-switching. A paired t-test has shown that Kuwaitis‟ attitudes are in favour of Arabic-English code-switching. In complete contrast with other studies, a one-way ANOVA has uncovered that older generations are more in favour of code-switching than younger ones. Additionally, the results suggest that females are less in favour of Arabic-English code-switching than males, and their positive ratings for Kuwaiti Arabic are significantly higher. The findings are subsequently examined and subjected to critical analysis in order to elucidate the extent to which this phenomenon is deemed appealing by specific parts of Kuwaiti society whilst unfavoured by others. The paper concludes with some recommendations for future research endeavours that might contribute to the investigation of language attitudes and variation in Kuwait.
... In public schools, the main language is MSA, with English classes classified as foreign language instruction. However, a native fluency in English is required for admission to the top Kuwaiti universities, which mostly use English for teaching (Akbar, 2007;Dashti, 2015). English proficiency is also required as a prerequisite for any high-ranking job, regardless of the field. ...
... According to Al-Rubaie (2010: 262), even among English language teachers in Kuwait, English is viewed as an -all-purpose lingua franca;‖ that is, the most accessible and convenient language for communicating with people from different backgrounds. This is one of the many reasons why in Kuwait there is a demand for schools with a Western education system; English is viewed by the Kuwaiti people as a necessity for basic education, higher education, and tourism (Dashti, 2015). ...
... In terms of lexical borrowing, the Arabic of Kuwait is permeated by both old and trendy English words. The following is a selection of words borrowed from the English language that have become permanent fixtures in the Kuwaiti lexicon: Algharabali et al., 2015;AlRumaihi, 2021;Čeljo, & Zolota, 2018;Dashti 2015;Mahsain, 2014;Malallah, 2000; see also Davies et al., 2013 for studies on code-switching involving Arabic), as well as the greater effect of the phenomenon on bilinguals and its ramifications on an individual's Arabic proficiency. ...
The worldwide influence of the English language is undeniable, given its common use in various forms of international entertainment, social media, the Internet, and so on. English has affected many countries’ languages, and Kuwaiti Arabic is no exception, as evidenced by the so-called “McChicken” phenomenon. This phenomenon refers to the widespread use of English by young Kuwaitis who have low proficiency in Kuwaiti Arabic. However, despite the everyday use of the term in colloquial speech, the phenomenon has remained underexplored. In light of the above, this study investigates the development of the “McChicken” phenomenon. Through an online questionnaire survey and audio-recorded interviews, this study uncovers how Kuwait’s young generation came to rely heavily on code-switching in their communication. This study makes a significant contribution to the literature because it sheds light on this pervasive and rapidly spreading, yet barely understood phenomenon. Further, this study delves into a topic that highlights cross-cultural identities and perspectives.
... Multilingualism in the region is closely tied to globalization, and global businesses using English are omnipresent. Even with Gulf-based companies such as Saudi Aramco and Saudi Airlines, English is the language used to train employees (Mahboob & Elyas, 2014) and English is also widely used online, especially on social media (Dashti, 2015). Multilingualism has especially mushroomed in the Gulf as a result of the region-specific 'culture of fast-paced change' (Hopkyns, 2020a). ...
... 26). Dashti (2015) found that English was seen as the most prestigious language among all of those spoken in Kuwait, such as Kuwaiti Arabic and Modern Standard Arabic, with English symbolizing a 'highly educated and socially respected' language (p. 31). ...
... Historical events have also impacted ideologies around English. For example, in Kuwait, Dashti (2015) found that the allied forces' liberation of the nation in 1991 had a great influence on the positive emotional feelings Kuwaitis have towards British and American people, and this was consequently reflected in their attitudes towards the English language. Here, we see indexicality applied by associating a group of people with language. ...
This chapter explores how bottom-up and top-down language policies in the Gulf countries interact with wider language ideologies and discourses related to globalization, internationalization of higher education, and neoliberalism. Drawing on Irving and Gal’s theories of semiotic formation of language ideologies and Bourdieu’s theory of language and symbolic power, the chapter critically examines the interrelatedness of language ideologies, symbolic power and policies surrounding Arabic and English and resultant effects on linguistic identities. The chapter explores how the languages Arabic and English are often symbolically polarized despite the fact that in everyday practice, languages are interwoven through translingual practice. The chapter suggests concrete ways in which to bridge this ideological divide through glocalization and the legitimizing of translingual practice in multiple domains, including English-medium education.
... Code-switching has become one of the most controversial topics in Kuwaiti society (Dashti, 2015)-a judgment tool by which Kuwaitis form their opinions about one another. People discuss it on several platforms, including social gatherings and social media platforms. ...
... The situation is similar in the Kuwaiti context. A study conducted by Dashti (2015) demonstrated that female bilinguals code-switch more than male bilinguals in Kuwait. ...
... According to Dashti (2015), the English language status in Kuwait has changed, and it is now seen as the language of the future-as well as technology. Fattah and Ilyas (2018) mentioned that the younger generation is more accepting of code-switching, whereas Dewaele and Wei (2014), in contrast, stated that older people-specifically those in their forties and older-were more accepting and in favor of code-switching. ...
This paper investigates the Kuwaiti attitudes and code-switching practices between the two most common languages used: Arabic and English. Additionally, it discusses which factors may affect how Kuwaitis code-switch, as well as their attitudes toward this phenomenon. In this study, a qualitative approach was used to collect data by conducting one-on-one interviews with seven participants. The study results showed that four of the seven participants had positive attitudes toward code-switching, whereas the remaining few had either neutral or negative attitudes. The thematic analysis of the qualitative narratives revealed that all of the participants habitually employed code-switching in their social interactions, despite their different attitudes. Being a bilingual speaker is an advantage—it can widen users’ horizons and open new socioeconomic opportunities thanks to globalization and English as a lingua franca. Therefore, parents, teachers, and policymakers are encouraged to work and help create bilingual speakers who are competent users of their mother tongue and their second language, English.
... They are constantly looking for Kuwaiti applicants with a high command of English in terms of workplace communication and oral skills, coupled with qualifications relevant to corporate interests such as engineering, IT, medicine and business and management. Many Kuwaiti scholars (Dashti, 2015;Tryzna & Al Sharoufi, 2016) argue that today English proficiency has become a perquisite in Kuwait in order "to gain the most high-status jobs in the country" (Dashti, 2015, p. 30). Within this market framework, English language, in a neoliberal sense, is constructed as what Park (2016) describes as "pure potential" that needs to fit within market needs. ...
... The Kuwait Petroleum Corporation offers language training sessions to its employees on a regular basis so that they can maintain its corporate interest. As Dashti (2015) points out, it is very common in Kuwait now to see some private companies as well as the government sector to send employees to Western countries such as the United Kingdom to study intensive English courses. This economic logic means that the English language is simply "treated as a thing that can be exchanged for economic profit" with an increasing focus on workplace communication skills. ...
... Today, half of the English education market in Kuwait is represented by three giant investors: the British Council, the British Institute for Training and Education and English Language Studies. The other half of the market is made up of several private elite British and American schools like 'the Kuwait English School','New English School', 'the American School of Kuwait' and 'the American International School of Kuwait' (see Dashti, 2015 for more details on these issues).The British Council offers a wide range of courses, including English for the workplace, English for companies, summer schools for adults and teens and English for kids and teens. In addition to IELTS, it uses the Aptis exam in Kuwait to assess students, teens, employees and teachers: ...
Over the past two decades, the Arabian oil-rich Gulf countries have faced enormous social, political, economic, cultural, religious, ideological and epistemological upheaval. Through detailed, critical comparative investigation, Neoliberalism and English Language Education Policies in the Arabian Gulf examines the impact of such disruption on education policies in a political and economic union, consisting of six countries: Saudi Arabia, the United Arab Emirates, Oman, Qatar, Bahrain and Kuwait. Using data collected from a wide range of sources, this thought-provoking book documents the inner workings of neoliberalism across a strategic geographical area of the Islamic world. The book teases apart the complex issues surrounding the ways in which access to English has been envisioned, contested, and protected from being challenged among different players within and between the Gulf countries. Osman Z. Barnawi explores the intensifying ideological debates between Islamic culture and Western neoliberal values, and questions whether Islamic values and traditions have been successfully harmonised with neoliberal capitalist development strategies for nation building in the Arabian Gulf region. Neoliberalism and English Language Education Policies in the Arabian Gulf will be of interest to academics, researchers and postgraduates working in the fields of language education and, more specifically, TESOL, applied linguistics, education policy, and teacher education.
... This change has not been investigated in Kuwait neither linguistically, nor sociolinguistically. However, change in other Kuwaiti variables, such as (ʤ), (Q), and (ð) have been investigated by Dashti (1997), and Dashti et al (2015). Taqi (2010) investigated the outcome of dialect contact by focusing on (ʤ) and (Ɣ), a set of phonological variables which traditionally had accent-specific realisations. ...
... This is not the case anymore in Kuwait, as one of the Gulf states. Like the KA variable (ʤ) and its variant/j/ (Dashti et al (2015), the data of this study shows that [ʧ] has been subject to variation as the statistical results above showed. The data also agrees with the well asserted finding in literature that social parameters, such as, age and educational level trigger linguistic change (Trudgill, 1972;Holes, 1995;Labov, 1990). ...
In light of sociolinguist phonological change, the following study investigates the shift of [ʧ] to [k] sound in the speech of Kuwaitis and argues against the Bedouin/ Sedentary distinction. The main hypothesis is twofold: first the shift seems to be driven not by the differences between the sedentary and Bedouin varieties, but by the widespread of the English language as a prestige form and by the recent change of Kuwaitis’ lifestyle; second, the shift is not totally in the direction of [k], but rather in the direction of a lexical replacement by either English loanwords, classical Arabic, or other Arab dialects. To test this hypothesis, 130 informants were informally interviewed. 503 tokens were collected and were examined across gender, age, level of education. Their speech was phonetically transcribed and accordingly was quantitatively and qualitatively analyzed. Results indicate that the [ʧ] variant is undergoing change and that the social parameters and the significant social changes, that Kuwait has undergone recently, have triggered this linguistic shift.
... English is growing as a language of technology all over the Arab world. In Kuwait, English is the language of trade, technology, fashion and most importantly, of prestige (Dashti, 2015;Dashti & Dashti, 2015;Dashti & Dashti, 2016)). We know from literature that any recipient language discloses different morphological and phonological features that affect loanwords (Al-Athwary, 2016;Jarrah, 2013;Oh & Kim, 2012;Khan & Bukhari, 2011;Islam, 2011;Alomoush, & Al faqara, 2010;Amara 1999). ...
... English is growing as a language of technology all over the Arab world. In Kuwait, English is the language of trade, technology, fashion and most importantly, of prestige (Dashti, 2015;Dashti & Dashti, 2015;Dashti & Dashti, 2016)). We know from literature that any recipient language discloses different morphological and phonological features that affect loanwords (Al-Athwary, 2016;Jarrah, 2013;Oh & Kim, 2012;Khan & Bukhari, 2011;Islam, 2011;Alomoush, & Al faqara, 2010;Amara 1999). ...
The influx of English borrowed items into Kuwait has recently considerably increased, driven by both linguistic and extra-linguistic factors, mainly through new electronic media, and direct contact with the donor language. Kuwaitis, especially, the new generation heavily make use of English loanwords in mobile devices applications such as Twitter, Instagram, Facebook, Snapchat, and others. It is significant to note that a recipient language (in this case KA) discloses different morphological and phonological features that affect loan words. This paper investigates the morphological adaptation of English loanwords as used by Kuwaitis in twitter. Results indicate that Kuwaitis heavily use and adapt loan words morphologically in twitter and in everyday speech. Significant educational implications were collected as well from interviewing 50 students.
... Al-Yaseen (2000), among others, suggests that this period marked the beginning of anglicization and, in the aftermath of 9/11, 'McDonaldization' (Ritzer, 1983) of the Kuwaiti sociocultural environment through the diffusion of Western values, consumer goods, and lifestyles. Others, Akbar (2007) and Dashti (2015), for example, maintain that the influence of English on the Arabic language has led to the replacement of some Arabic equivalents and the assimilation of borrowed terms. ...
This paper examines the complex role of English within the context of Kuwait's higher education. The role of English as a mediator between Kuwait and the Western world has catalyzed the rise of institutions offering 'American-style' education across the region, leading to the proliferation of courses delivered in English as a Medium of Instruction (EMI). Such institutions have adopted a monolingual policy with the intention of enhancing students' career opportunities through proficiency in English. At the same time, an 'English only' discourse seems to negatively affect local knowledge, language, and culture, leading to their marginalization. This study highlights the tensions between the global appeal of English for job market readiness and the local cultural and linguistic realities that are marginalized by an English-medium instructional policy. The article sets out to examine the dominant monolingual discourse at the English Preparatory Program (EPP) at one university in Kuwait, henceforth referred to as 'the university' . The study identifies several concerns, including the impact of globalization in promoting the misguided belief in English as the sole avenue to success, the cultural and linguistic disconnect in the curriculum, and the inadequacy of westernized teaching approaches. By drawing on theories of postmodernism and postcolonialism, this paper proposes strategies to disrupt colonial and neo-colonial frameworks within the EPP and suggests a more balanced approach to English language teaching that values both global and local perspectives.
... Although the Gulf region 39112.indb 13 11/08/23 8:45 pm provides different types of university experience through public universities (which serve mainly local students, but hire international faculty), private universities and international branch campuses, English is either the or a language of instruction at many of them (Al-Issa, 2006;Abou-El-Kheir & MacLeod, 2017;Dashti, 2015;Hopkyns, 2020aHopkyns, , 2023Ryhan, 2014). ...
Through the method of a ‘scoping review’, this chapter explores a growing body of research on translanguaging in English-medium higher education in the Gulf Cooperation Council (GCC) countries. With Arabic as the official language, and English as a lingua franca and common medium of instruction, translingual practice in GCC universities is the norm. However, complexities exist around language ideologies, attitudes, pedagogy, and assessment. With the ‘translingual turn’, Gulf scholars’ interest in researching translanguaging in EMI classrooms has increased. While there are systematic and scoping reviews of attitudes toward EMI and world Englishes in the region, a comprehensive overview of research specifically on translanguaging is notably missing. This chapter surveys research undertaken in the last decade (2013-2022) in terms of bibliographic characteristics, sub-areas examined, and contributions made to the understanding of translanguaging in EMI higher education. Gaps in the current research base are identified with key suggestions for future research directions.
... Due to its strong presence in different domains, its impact on the countries' native languages has been profound. Thus, numerous studies have pointed to the encroachment of English onto the native languages and discussed the impact of globalisation, an influx of English words either in the form of adapted and unadapted borrowings or the use of codeswitching particularly for the purpose of identity construction (Ashiabi 2014;Dashti 2015; Doğançay-Aktuna 1998; Doğançay-Aktuna and Kiziltepe 2005; Dubravac 2016; Dubravac, Brdarević-Čeljo, and Bećirović 2018; Dubravac and Skopljak 2020 and many others). Younger generations in all three countries are more proficient in English and have a stronger sense of bicultural identity and are more open to foreign influence, whereas older generations do not show a high degree of proficiency in any foreign language and English likewise, and they are more aware of their national identity and thus preserve the national language and tend to keep the languages from their linguistic repertoire strictly apart. ...
The current study replicates the research conducted in Dewaele and Li ([2014a]. “Intra- and Inter-Individual Variation in Self-Reported Code-Switching Patterns of Adult Multilinguals.” International Journal of Multilingualism 11 (2): 225–246; [2014b]. “Attitudes Towards Code-Switching among Adult Mono- and Multilingual Language Users.” Journal of Multilingual and Multicultural Development 35 (3): 235–251) and explores variation in attitudes towards codeswitching and the frequency of its usage among 391 multilinguals from different sociocultural contexts. The findings indicate that multilingual respondents who have lived abroad or grew up in an ethnically and linguistically diverse environment tend to code-switch more frequently. On the other side, the number of spoken languages and gender as well as personality traits, such as tolerance of ambiguity, cognitive empathy, social skills and emotional reactivity are significantly linked with more positive attitudes towards codeswitching. Further in-depth analysis has shown that the respondents generally code-switch more frequently with friends and colleagues than with family members. However, some inter-speaker variation exists in this respect too and females and high-school respondents tend to code-switch more frequently with friends than males and more highly-educated respondents, while males and respondents with a higher educational level code-switch more frequently with work colleagues and family members.
... In Kuwait, the status of English has progressively moved from being a foreign language into the language of advancement and high professional opportunity [8,9]. Conversing in English at a level at which the users can understand and be understood has become crucially important in Kuwait, regardless of the field in which the population studies or works. ...
... From an ideological point of view,Akbar (2007) described the community in Kuwait as encountering a double standard national, linguistic ideology; an overt one that pushed Kuwaitis into preserving their national language variety (SA), and a covert one of the sought after native-like proficiency in English to enable them to access the prestigious walks of life. In his study of the role of English in Kuwait usingKachru's (1983) model,Dashti (2015) stated that the use of English has extended from the academic settings into interpersonal and innovative functions including the use in Kuwaiti homes, social gatherings, banks, hospitals, media and more. His study also viewed English as becoming "a sign of social glamour" in Kuwait (2015, p. 33).Intending to investigate attitudes of Kuwaitis towards the diglossic switching between L and H varieties, Al-Ruwaiyeah (2016) explored attitudes of newspapers' columnists and readers towards the use of Kuwaiti in literary work. ...
Linguistic landscape (LL) is a representation of language(s) visibility in public space. This study aims to draw a comprehensive profile of LL as adopted by private firms on billboards alongside the main streets of Kuwait, shedding light on the status of Kuwaiti vernacular, Standard Arabic (SA), and English in the country. The study utilises a quantitative approach through which billboards on the main streets of Kuwait were photographed, categorised based on the language of the script, then quantified to assess the popularity of the language. Billboards representing the main displayed language varieties were presented to a heterogeneous sample of respondents to assess their views across the two dimensions of status and solidarity through a digital questionnaire. The study also utilised a qualitative approach through informal interviews to gain the language specialists’ perspective on the issue. The results indicate that Kuwaiti vernacular has a growing positive attitude because of its perceived charisma and promotion of solidarity. When SA is mixed with English, or when English is transliterated into SA orthography, it tends to appeal to the public eye. Kuwaiti sociolinguists reflected a strong rejection of the trendy Kuwaiti vernacular over SA. Yet, English has not been viewed as a threat to SA.
... English has progressively gained its unique status in Kuwait, due to a number of socio-economic and political reasons (Dashti, 2015;Akbar, 2018;Alazmi, 2017). College students, as well as professors -English major, are placed under the pressure of conducting all their communications (whether written or spoken) in English only, in and off classroom settings. ...
In the domain of teaching bilingual students, the issue of using the first language in a second-language based class has been widely controversial. While some studies have questioned the method of moving between the two languages—Translanguaging, others found it highly beneficial. Here we aimed to investigate the effect of Translanguaging on the learner’s performance and language learning. 34 consenting female students of English participated in oral and written exercises pre-and-post the use of Translanguaging. A short questionnaire was answered afterwards to elicit the participants’ perception on the use of Translanguaging as part of their classwork. Even though students did not believe that their ability to alternate between the two languages has placed them in a significantly enhanced comfort zone, their higher grades post-Translanguaging indicate Translanguaging enhanced their understanding and enabled them to achieve higher levels of knowledge processing. Nevertheless, the participants’ language was not significantly affected by the process. Overall, we can conclude that Translanguaging in a bilingual classroom is effective in fully understanding the topic and the information provided, yet it does not help improve language proficiency.
... Given that English is the language of international communication, in the Arab world it has a considerable effect on the language policies, language use, and educational systems (Nunan, 2003). According to Dashti (2015), most Arab countries have introduced English as the main subject in the school curriculum, and it is evident that there are significant problems related to the teaching and learning of English. There is a surprising lack of research on the effectiveness of the various instructional practices for Arab students seeking to learn English and improve their literacy skills. ...
The teaching of English as a second/foreign language to Arab students has received considerable attention during the past decade. The use of English as a medium of instruction in the Arabian Gulf has become prominent but has only recently been examined academically. In Kuwait, the need to learn and use English is emerging. Attention toward how English is learned and taught is considered important for students' achievement of success and teachers' awareness of learners' needs. Many Arab students consider English difficult to learn, and as such, it has an impact on students' motivation and attitude toward learning English. Students are often able to communicate effectively in educational and social settings, but struggle with reading, writing, speaking, and listening. This study aims to identify challenges to learning and teaching English in Kuwait. Using the Attitude/Motivation Test Battery, we measured various components of the socio-educational model of second language (L2) acquisition through students' self-reported communicative competence. We found that all items of the socio-educational model play a role in L2 learning. However, parental encouragement is perceived to play the most significant role during the development of motivational intensity, desire to learn English, and attitude toward learning English.
... Avram (2014) suggests that Gulf Pidgin Arabic can be classified as an 'interethnic contact language' . Avram (2014) and Dashti (2015), in this respect, have identified the 'foreigner talk' register of Arabic (a simplified version of a language that 'native speakers' sometimes use when addressing non-native speakers), the Gulf dialects, and various English dialects as the main sources of the 'Gulf Pidgin Arabic' . Holes (2011) identifies a local pidgin made up of Gulf Arabic, Urdu, and English. ...
This article provides a contemporary profile of English, or Englishes thereof, in the State of Qatar, a tiny country undergoing tremendous socio‐cultural transformations. The historical background section contextualizes Qatar's contemporary linguistic ‘super‐diversity’ as a continuity of mobility, integration, and exchange with various communities within and beyond the shores of the Arab/Persian Gulf for centuries. We describe Qatar's present‐day sociolinguistic situation, English language policy initiatives and reforms in the educational context, and take a critical stance toward the common homogenizing view of English and Arabic language in the region, one that precludes a nuanced understanding in terms of wider cultural and linguistic processes taking place and shaping identities in Qatar today.
The chapter analyses the privileges and immobilities of young Kuwaitis who have Filipina mothers. In particular, the discussion examines how their legal, social and gendered conditions affect their educational choices and career paths. It is generally accepted that the national citizens of Arab Gulf states are deemed to be the most privileged and have the most rights among all the people who reside there. This understanding may not be necessarily true, however, from the standpoint of second-generation children of mixed marriages with nationals of the Arab Gulf states, especially those having Filipina mothers. Their experiences of relative hardship and privilege differ between young men and women, and the attitude towards their citizenship status also differs between mothers and their children. These perspectives are affected by a more general view Kuwaitis have in relation to Filipinas, the traditional gendered role imposed on them and the working environment in Kuwait. In this context, the chapter explores how these young people find their way out by making choices in education and in career paths, and how they employ their human and social capital to pursue their future plans. Citizenship and higher education help free them from some constraints, enabling them to be mobile, but familial ties also bring them back, making them immobile.
The overarching aim of this thesis is to delineate the place of English in Kuwait using Schneider’s (2003; 2007) Dynamic Model. The model posits that postcolonial varieties of English go through five phases: Foundation, Exonormative Stabilisation, Nativisation, Endonormative Stabilisation and Differentiation. Each phase is assessed on the basis of four parameters (historical factors, sociolinguistic features, identity construction and linguistic features) and types of data that allow each parameter to be properly investigated. The historical parameter entails investigating, on the basis of historical data, the arrival and local history of English and other low- and high-intensity contact periods. Sociolinguistic factors entail investigating norms, beliefs, local identity formation processes and the position and role of English in the linguistic contexts from the first contact until the present. The last parameter entails analysing a corpus of samples of actual language use. The levels of analysis are incorporated in my study: a) historical analysis (desk research) to assess the historical parameter, b) corpus-assisted discourse analysis (CDA) largely based on Edwards (2018) to explore the sociolinguistic factors and identity constructions parameters and c) pattern-driven analysis (PDA) (Tyrkk¿ & Kopaczyk, 2018) to assess the linguistic parameter. As for CDA, it analyses the interview subcorpus to explore a) the beliefs about English in Kuwait and the identities it indexes and b) the norms of the English language. Pattern-driven analysis sets to flesh out the linguistic specificities and developments of Kuwaiti English. That is, it identifies distinctive features of English in Kuwait: analysis of word distributions, functions, and meanings of selected linguistic features. To systematically arrive at the analysis of the best linguistic features, I made use of a widely known corpus linguistic methodology in terminology known as "knowledge-rich contexts" (Meyer, 2001) and contextualised it within World Englishes. Accordingly, after conducting four case studies (structural and lexical), pragmatic features (i.e. discourse-pragmatic markers) turned out to be the most salient and thus the ones investigated. The main findings that emerged from the analysis are as follows: Historical facts do not provide clear evidence for indigenisation. Nevertheless, they suggest nativisation is progressing slowly as metropolitan English models keep reasserting themselves through education and media. This parameter suggests that English in Kuwait is somewhere between the second stage and the third stage of the Dynamic Model. On the sociolinguistic end, investigation of language ideological matters and usage patterns suggest a faster rate of nativisation as many younger Kuwaitis who are in great numbers educated through English are currently not only speaking English to expats and non-Arabic speakers but also among themselves in certain contexts such as at home between siblings. This is a fertile ground for the emergence of an indigenised variety or a stage four state. Linguistic facts suggest that English became an important learning target after the Iraqi invasion and due to sustained and increasing use has started to indigenise, in that it is acquiring a unique bundle of features. The analysis of linguistic features suggests that Kuwaiti English is placed between stage 2 and stage 3, as the investigated features (discourse-pragmatic markers), be they superstrate- or substrate-derived components, exhibit patterns distinct from British English and American English.
English is omnipresent in Gulf societies, and the field of Higher Education (HE) is no exception. While in practice the mixing of linguistic resources through translanguaging is common and natural in students’ daily lives, issues arise when such practice clashes with monolingual language policies and ideologies in English-medium instruction (EMI) settings. Drawing on previous Gulf research, the chapter looks at the mismatch between students’ fluid mixing of Arabic and English in everyday life and English-only policies in HE, with resultant implications on identities and a sense of belonging. From a translanguaging perspective, encouraging learners to utilize full linguistic repertoires in educational settings can promote inclusion and authenticity. Here, teachers and students, as bottom-up language-policy makers, can embrace translanguaging as a source of empowerment which supports and strengthens linguistic identities. Finally, the need for larger scale changes to inclusivity in EMI HE at an institutional and international level is stressed.
English is undoubtedly a global lingua franca. Even in India, it serves crucial purpose of a link language. For example, if someone from south India interacts with one from northern or western part of India, in most cases, English is used as a medium of communication. Similarly, if an Indian officially visits an Arab country, despite his access to Arabic, he sometimes mingles English with Arabic in order to be better in communication so he can be understood by my most of the target audience. This article is a modest attempt towards studying and analyzing the crucial importance of English in the promotion of the two culturally different communities. It has been found that English can further strengthen the ties between the Arab countries and India.
This study presents the first scoping review (Arksey & O'Malley, 2005; Levac, Colquhoun, & O'Brien, 2010) of world Englishes (WE) research in the Middle East and North Africa (MENA) – providing a knowledge synthesis of studies related to the sociolinguistic dynamics and realities of English(es) in one of the most underexplored WE contexts. Although the burgeoning research on English in the region focuses on macro sociolinguistic issues, language policy and planning, and language teaching and learning, there is a pressing need for a systematic investigation of scholarship with an exclusive WE perspective (Mahboob, 2013). On this premise, we map the body of WE literature pertinent to this region during the last two decades (2000–2019). We provide an overview of the state of the research activity, helping to identify the knowledge gaps and determine a fruitful research agenda for scholars interested in the diverse issues of WE in the MENA region.
The bibliography presented here aims to provide guide to research on the Englishes of the MENA region. It covers a range of studies published in original journal articles, books, and other research publications between 2010 and 2020 (10 years), with a focus on major works published internationally. This list complements the work of Mahboob (2013), and of Hillman, Selvi and Yazan (2020) in this special issue. Our hope is that this bibliography will provide an up‐to‐date and useful guide to current research on Englishes in the MENA region.
We present our effort to create a large Multi-Layered representational repository of Linguistic Code-Switched Arabic data. The process involves developing clear annotation standards and Guidelines, streamlining the annotation process, and implementing quality control measures. We used two main protocols for annotation: in-lab gold annotations and crowd sourcing annotations. We developed a web-based annotation tool to facilitate the management of the annotation process. The current version of the repository contains a total of 886,252 tokens that are tagged into one of sixteen code-switching tags. The data exhibits code switching between Modern Standard Arabic and Egyptian Dialectal Arabic representing three data genres: Tweets, commentaries, and discussion fora. The overall Inter-Annotator Agreement is 93.1%.
We present our effort to create a large Multi-Layered representational repository of Linguistic Code-Switched Arabic data. The
process involves developing clear annotation standards and Guidelines, streamlining the annotation process, and implementing
quality control measures. We used two main protocols for annotation: in-lab gold annotations and crowd sourcing annotations. We
developed a web-based annotation tool to facilitate the management of the annotation process. The current version of the repository
contains a total of 886,252 tokens that are tagged into one of sixteen code-switching tags. The data exhibits code switching between
Modern Standard Arabic and Egyptian Dialectal Arabic representing three data genres: Tweets, commentaries, and discussion fora.
The overall Inter-Annotator Agreement is 93.1%.
The developing economies of the Gulf states
have relied heavily on expatriate labor at all
levels to support the spectacular development
which has taken place over the last 50 years; so
much so, that in most of the Emirates expatriates outnumber locals. Nowhere is this more
true than in the UAE, and in Dubai in particular. This situation has had fundamental sociolinguistic implications, one of which is the
emergence of English as a lingua franca at all
levels of the society. As is the case in Singapore,
where English has replaced Malay as the lingua
franca over the last 50 years, English in Dubai
is replacing Arabic. This paper discusses this
situation in general and looks in particular at
the language needs and attitudes towards English amongst government employees in the
police force. It uses data collected as part of a
needs analysis survey which was conducted to
determine the learners’ needs, expectations,
aspirations, and feelings towards English language learning which can illuminate its role as
a lingua franca in the UAE. The data was collected from regular commissioned and noncommissioned police officers and cadets
enrolled in courses in Dubai Police Academy as
well as on-duty police officers from various
police departments, divisions, and sections in
Dubai. The data is discussed in relation to
wider sociolinguistic issues within the UAE.
This paper sheds light on the impact of the widespread of improvements happened in the fields of communication technology on English language use. This impact is described on the basis of interviews conducted with participants. The sample of the study consists of (211) participants. The sample is divided into two age levels groups; the first group is the intermediate school students (118 participants their ages range from 11 to 15 years old) and the second is the secondary school students (93 participants their ages range from 16 to 18 years old). Data are discussed in relation to other studies. Also, the researcher has discussed the implication of the findings of the study.
The contemporary visibility and importance of English throughout the Asian region coupled with the emergence and development of distinct varieties of Asian Englishes have played an important part in the global story of English in recent years. Across Asia, the numbers of people having at least a functional command of the language have grown exponentially over the last four decades, and current changes in the sociolinguistic realities of the region are often so rapid that it is difficult for academic commentators to keep pace. One basic issue in the telling of this story is the question of what it is we mean by the term ‘Asia’, itself a word of contested etymology, whose geographical reference has ranged in application from the Middle East to Central Asia, and from the Indian sub-continent to Japan and Korea. In this article, my discussion will focus on the countries of South Asia, Southeast Asia, and East Asia, as it is in these regions that we find not only the greatest concentration of ‘outer-circle’ English-using societies but also a number of the most populous English-learning and English-knowing nations in the world.
English as a lingua franca: a specific example.
The paper explores the status of English in Jordan as reflected in newspaper job advertisements (ads) published in 1985, 1995 and 2005, and English language documents in the educational domain. The study shows a steady increase in the percentage of English ads paralleled with a steady decrease in the percentage of Arabic ads. Further, it reports a significant increase in the percentage of ads that make English proficiency a precondition for employment. The study also shows a change in the jobs demanding English proficiency. The change in the size and headline of English ads over the years appears to be a variable reflecting the growing status of English. In educational documents circa 1969, teaching English was perceived as aiming at the production of a cultured, informed, useful and perceptive citizen. In 2005, English was seen as a means of attaining professional growth by all workers. The study also examines the growing status of English at higher education institutions.
This study sets out to explore the faculty members' perceptions of a specific web-based instruction tool (Achieve3000) in a private higher education institute in Kuwait. The online tool provides highly differentiated instruction, which is initiated with a level set at the beginning of the term. The program is used in two consecutive courses as part of the coursework, with the main focus on Academic English skills. For that purpose, 8 faculty members, 6 of which have used it for the first time, have been interviewed. The questions have been designed to seek responses about faculty members' perceptions of using the branded program in EAP practice, perceptions related to the strengths and weaknesses of the program, opinions about the contribution to student learning, and student attitudes towards web-based instruction. The analysis of the data reveal that participants have positive views towards differentiated instruction and seem to think this is one of the major strengths of the ICT tool. In addition to this instructors think ICT motivates students, adds variety to class, but it makes them question their role in the classroom, and also aggravates the already existing plagiarism endemic among students.
Numerous studies have shown that motivation is positively linked to success in learning the English language or any other second language. Generally, motivation and attitude work together to ensure learners’ successful acquisition of a second language; hence, various motivational theories and models have been formulated to examine and explain this connection. However, there is a gap between theory and practice. Although it is widely documented that motivation is a proven means to success in language learning, several countries, like the Gulf States, remain reluctant to cultivate learners’ motivation to learn a second language due to several reasons. Therefore, this research paper analyses the impact of motivation on English language learning by eliciting observations of researchers in the field. Finally, several suggestions and some recommendations regarding future research in this area have been highlighted.
This article presents the results of an investigation into the place of English in the curriculum in several countries in the Asia-Pacific region. The study indicates that the emergence of English as a global language is having considerable impact on policies and practices in all countries surveyed. However, it also reveals significant problems, including confusion and inconsistency, at the level of policy, particularly regarding the issue of age of initial instruction, inequity regarding access to effective language instruction, inadequately trained and skilled teachers, and a disjunction between curriculum rhetoric and pedagogical reality.
Research was conducted on Kuwait University undergraduates enrolled in English courses offered by the English Language Centre at Kuwait University. It examined students' attitudes and motivations to learning English as a foreign language in a predominantly Arabic and Moslem environment. The research focuses on the inter-relationships between attitude, motivation, anxiety and achievement in the English language. Despite the studies (Al-Mutawa, 1986, 1994) that seem to show that Kuwaitis are not in favour of the English language and learning it, the researcher hypothesises that (1) Kuwait University undergraduates, in general, have positive attitudes towards learning English, towards the English language and towards native speakers of English. Students have reasons to study English; (2) Kuwait society values and regards the English language highly; and (3) students' achievement is positively related to their motivation and attitudes toward the English language and negatively related to their anxiety. In general, these hypotheses were vindicated by the research, which also found that the more a student is exposed to the English language, and the more a student needs the English language either for present studies or for future career, the more positive his/her attitudes appear towards the language.
This paper describes the two kinds of English extant in Japan today. These are ‘Japanized English,’ based on the use of English loanwords spoken by Japanese among themselves, and ‘the Japanese variety of English,’ spoken as a second language with foreigners. It is argued that these varieties have their origins in three lines of linguistic contact between Japan and the West (particularly America and Britain) during the past century: a line of pidginization, a line of borrowing, and a line of formal English instruction. By examining the unique results of this contact situation, insight can be gained on both the dynamics of Japanese culture and the viability of English as an international language.
China has the largest number of English users in the Expanding Circle, but little information is available about the exact number of users and their English proficiency. This paper presents a demographic profile of the users of English in China and the distribution of proficiency among the millions of English users. Also presented in the article is a sociolinguistic profile of the different uses of English in Chinese society. The authors contend that the primary function of English in China is not one of international communication, as has been believed in the literature, but one of social and economic mobility.
The weaknesses of using couple years protection (CYP) for assessing the effectiveness of various measures of family planning are discussed. Limitations had been recognized in the past but have been largely ignored in the present context. This has been due to the unavailability of local data, and other standardizations have been too cumbersome for practical use. The advantage of using CYP is that it allows for easy calculation of a level of contraceptive use without differentiation by method. This measure reflects to some extent, for instance, access to family planning services, and prevention of unwanted fertility. It also measures output, and provides program managers with a tool to adjust supply to demand. The weakness are categorized in terms of contraceptive failure rates, sporadic and infrequent use with secondary partners, wastage, substitution, differences in fecundity, local specificity, lack of a discount for time, ability to reach high priority or underserved clients, secondary effects, quality of care, and so on. These weaknesses broadly effect the relationship of CYP with fertility; it is possible that adjustments can be made to improve the measure. The deficiencies in accounting for hard to reach clients, in measuring the secondary effects in AIDs and STD prevention, and in measuring satisfaction and continuation or other facets of quality of care not be accounted for in CYP. This suggests that a comprehensive assessment must utilize a variety of indicators, such as a direct measure of contraceptive prevalence, the proportion of children born to high risk women, continuation rates, and qualitative measures of the impact of care. Improvement of CYP is suggested as an inexpensive solution. Local data should be used, since the average age at sterilization in a particular population impacts greatly on the actual CYP provided by sterilization in a specific program. Cookbook conversion factors should be revised so that condoms (100 per CYP) credit is reduced and IUDs (2.5 CYP per IUD) is increased; CYP factors need to be developed for Norplant and Lactational Amenorrhea Method (LAM). An effort by the AID Cooperating Agency Task Force on Performance Indicators is underway to address these issues, but in the meantime awareness of the issues is advised.
Students' and teachers' attitudes towards Kuwaiti/English code-switching.’ Unpublished PhD thesis
- R Akbar
Akbar, R. 2007. 'Students' and teachers' attitudes towards
Kuwaiti/English code-switching.' Unpublished PhD
thesis. Cardiff: Cardiff University.
Investigating students’ attitudes and preferences towards learning English at Kuwait University
- Al-Bustan
Al-Bustan, S. A. & Al-Bustan, L. 2009. 'Investigating
students' attitudes and preferences towards learning
English at Kuwait University.' College Student Journal,
43(2), 454-63.
Factors influencing English language teaching and learning in the secondary schools in Kuwait
- Al-Mutawa
Al-Mutawa, N. 1994. 'Factors influencing English
language teaching and learning in the secondary schools in
Kuwait.' Educational Sciences, Cairo University, 5(17),
75-98.
Methods of Teaching English to Arab Students
- N Al-Mutawa
- T Kailani
Al-Mutawa, N. & Kailani, T. 1990. Methods of Teaching
English to Arab Students. London: Longman.
English as a university requirement at Kuwait University: Opinions of student-teachers in the Faculty of Education
- Al-Mutawa
Al-Mutawa, N. 1986. 'English as a university requirement at
Kuwait University: Opinions of student-teachers in the
Faculty of Education.' The Educational Journal, Kuwait
University, 3(11): 11-26.
The Hidden Light of Objects
- M Al-Nakib
Al-Nakib, M. 2014. The Hidden Light of Objects. Qatar:
Bloomsbury Qatar Foundation Publishing.
Future teachers, future perspectives: The story of English in Kuwait
- R Al-Rubaie
Al-Rubaie, R. 2010. 'Future teachers, future perspectives:
The story of English in Kuwait.' Unpublished PhD thesis.
Exeter: University of Exeter.
Attitudes and motivations of second language learners in Kuwait.’ Unpublished Master's thesis
- B Alshaar
Alshaar, B. 1997. 'Attitudes and motivations of second
language learners in Kuwait.' Unpublished Master's
thesis. Iowa: Iowa State University.
An evaluation study of the teaching of English program by the College of Education
- Al-Shalabi
Al-Shalabi, F. 1988. 'An evaluation study of the teaching of
English program by the College of Education.' The
Educational Journal, Kuwait University, 5(17): 75-98.
English/Kuwaiti Arabic code-switching as a strategy of language choice in some Kuwaiti families
- Dashti
Dashti, A. 2004. 'English/Kuwaiti Arabic code-switching as
a strategy of language choice in some Kuwaiti families.'
The Educational Journal. The Academic Publication
Council, Kuwait University, 71(18), 11-39.
-. 1998. 'Language choice in the State of Kuwait: A
sociolinguistic investigation.' Unpublished PhD thesis.
Colchester: University of Essex.
The Elephant in the Room: Stories and Articles from Anglophone Kuwait
- N Faris
Faris, N. 2014. The Elephant in the Room: Stories and
Articles from Anglophone Kuwait. CreateSpace
Independent Publishing Platform.
Two ethnicities, three generations: Phonological variation and change in Kuwait
- T Taqi
Taqi, T. 2010. 'Two ethnicities, three generations:
Phonological variation and change in Kuwait.'
Unpublished PhD thesis. Newcastle: University of
Newcastle.
What's Wrong with Faris. Kuwait: Ministry of Information
- D Buyabis
Buyabis, D. 2012. What's Wrong with Faris. Kuwait:
Ministry of Information, Department of Publishing.
- J M Hamdan
- W A Hatab
Hamdan, J. M. & Abu Hatab, W. A. 2009. 'English in the
Jordanian context.' World Englishes, 28(3): 394-405
The status of English in Dubai
- A Randal
- M A Samimi
Randal, A. & Samimi, M. A. (2010) 'The status of English in
Dubai.' English Today, 26(1), 43-50.
‘Two ethnicities, three generations: Phonological variation and change in Kuwait.’ Unpublished PhD thesis
- T Taqi
Language choice in the State of Kuwait: A sociolinguistic investigation.’ Unpublished PhD thesis
- A Dashti