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.
Author(s): Daniela Coelho, Telma Gharibian Steinhagen
Series: Routledge Research in Language Education
Publisher: Routledge
Year: 2022
Language: English
Pages: 184
City: London
Cover
Half Title
Series Page
Title Page
Copyright Page
CONTENTS
Editors’ biographies
List of contributors
Acknowledgments
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 don’t 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 repertoires 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 educational institutions in the Arabian Peninsula
Conclusion
Index
