Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511513
Title: On perceptions of the socialising effects of English-medium education on students at a Gulf Arab university with particular reference to the United Arab Emirates
Author: Karmani, Sohail
Awarding Body: University of Exeter
Current Institution: University of Exeter
Date of Award: 2010
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Abstract:
In the context of post-9/11 calls for educational reform in the Arab-Muslim world, this study investigates a set of underlying claims and assumptions about the socialising capacities of English-medium education. Specifically, the study examines perceptions about the socialising effects of English-medium education from the standpoint of Arab-Muslim students at a Gulf Arab university. In assessing these perceptions, the study compares students’ perceptions on two levels: (i) on one level, it looks into students’ perceptions about the socialising effects of English-medium education in direct contrast to those of Arabic-medium education; and (ii) on another level, it contrasts the perceptions of English-medium students with those of Arabic-medium students. The research for this thesis was carried out at an international bilingual Arab university in the United Arab Emirates. Data for the study was gathered from two data collection sources, namely student questionnaires and group interview sessions. In both instances, students’ perceptions were sought on a range of contrastive issues related to a series of underlying claims and assumptions about English-medium and Arabic-medium education. Overall, 365 Arabic-speaking students from both an English-medium and Arabic-medium educational background participated in the study. Within this sample group, students were drawn from four university colleges: College of Engineering, College of Business, College of Law, and College of Shari’a and Islamic Studies. The study’s findings unveil a complex, often mixed and divided picture of students’ perceptions about the socialising roles of both English-medium and Arabic-medium education. In regard to English-medium education, it finds that though there is a general acceptance of the benefits of studying the English-language, there is also to some extent an acknowledgement of the culturally alienating effects on Arab-Muslim students. The study therefore recommends that granted the paucity of research in this area there is a need to further investigate students’ perceptions from a broader range of institutional cultures in the region.
Supervisor: Rich, Sarah Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.511513  DOI: Not available
Keywords: socialisation ; medium of education ; Arabian Gulf ; language policy ; culture ; identity
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