This edited collection explores plurilingual education in the unique English Medium Instruction (EMI) context of the Arabian Peninsula. The book argues that integrating a plurilingual pedagogy alongside current EMI in the region could enhance students’ learning and contribute to a language policy.
This edited collection explores plurilingual education in the unique English medium instruction (EMI) context of the Arabian Peninsula.
The book argues that integrating a plurilingual pedagogy alongside current EMI in the region could enhance students’ learning and contribute to a language policy that embraces linguistic diversity while fostering regional identity. It brings together the work of experts in Arabic and English language policy and planning, presenting empirical research relating to plurilingual pedagogical practices within the region. The book offers a range of recommendations for educators on how to integrate plurilingual pedagogies in classroom teaching. This becomes more important since many educators in the region are non-Arabic speakers and are teaching students with diverse linguistic backgrounds through English.
With a holistic and interdisciplinary approach to the linguistic landscape in the Arabian region, this book will be of great interest to researchers, scholars, and students in the fields of applied linguistics, language education, teacher education, and EMI.
Introduction. Part 1: Language planning, policy, and practices in the
context of English as a Medium of Instruction (EMI) in the Arabian Peninsula:
Challenges and success stories.
1. Steering the Arabic Language Policy and
Planning Agenda: The way forward for Arabic as a language of the future.
2.
Current Discussions on Plurilingual Pedagogy: Language Learning Implications
in the Arabian Peninsula.
3. Arabic language teacher training in the Arabian
Peninsula: Great teachers dont grow on trees.
4. Teacher education and EMI
in the UAE and Arabian Peninsula - Past, present and future perspectives.
Part 2: Empirical research on plurilingual education in the Arabian Peninsula
context.
5. From binaries to plurality: Emirati college students
perspectives on the plurilingual identities of English users and expatriate
teachers.
6. Plurilingual pedagogy in Higher Education in the UAE: Student
voices in an academic writing course.
7. Expanding communicative repertories
through plurilingual pedagogies in international branch campus classrooms in
Qatar. Part 3: Implications and applications of plurilingual pedagogy in
teaching and learning.
8. Rethinking Learning and Teaching Using Plurilingual
Pedagogy in the UAE: Challenges and success stories.
9. From theory to
practice: Ways to implement plurilingual pedagogy in education institutions
in the Arabian Peninsula.
Conclusion. Index.
Daniela Coelho is an assistant professor of Education at Abu Dhabi University, United Arab Emirates.
Telma Gharibian Steinhagen is an assistant professor of English Applied Linguistics, Zayed University, United Arab Emirates.
