Civic Nationalism and Language-in-Education Policies in the United Arab Emirates

A founding principle of the United Arab Emirates is the belief that tolerance promotes peace, while isolation encourages division and conflict. With more than 200 nationalities residing in the UAE, Emiratis constitute only 10% of the population, making them a minority in their own country. Despite the government promoting diversity and tolerance as the norm, such demographic imbalance come with a cost to the Arabic language, the national identity and culture, and the education system. This chapter addresses those concerns through a series of recent government initiatives. The author classifies neo-nationalist movements into different types, arguing that the one in the UAE largely fits within the civic type with its non-hostile, overall welcoming attitude toward foreigners. At the end of the chapter, she discusses the impact of neo-nationalism on education and calls for clearer policies that take into account language(s) as a right and as a resource

The Experience of Quality in Higher Education in the United Arab Emirates: In Times of Rapid Change and Complexities

In less than five decades, from offering formal education only in a few schools to a small tribal community to providing a selection of three public and approximately 100 private higher education institutions to the citizens of seven emirates creates a unique context in the United Arab Emirates (UAE). It is an evolution that corresponds with its remarkable economic growth. Quality assurance of diverse higher educational institutions requires complex schemes to ensure their fitness for purpose, while perhaps development and enhancement aspects need time to mature. The quality of the education is especially important because the UAE yearns for the diversified and knowledge-based economy; one that is led by its own citizens whose contribution to the workforce is currently less than 10%. This chapter highlights contextual complexities in the UAE that might have direct and/or indirect impacts on the quality experiences in the higher education sector, with proposed recommendations

Linguistic Hybridity and Cultural Multiplicity in Emirati Identity Construction

The effects of globalization and its accompanying language, English, can be seen in many countries worldwide. However, in certain contexts such as the United Arab Emirates (UAE) such effects are exacerbated due to several key factors. These factors include the UAE’s ‘superdiverse’ demographic makeup, the existence of diglossia in Arabic, widespread English Medium Instruction (EMI) policies and the fact that English is used as a Lingua Franca in multiple domains. This paper will discuss the effects of such factors on identity construction and language use with reference to international and local research. The findings from a qualitative phenomenological case study using open-response questionnaires and semi-structured focus groups, and involving 100 Emirati university students and 52 faculty members will be shared. Data analysis was thematic using informant and methodological triangulation. Decidedly, the most prominent theme emerging from the data was the complexity and multiplicity surrounding Emirati identity construction. This could be seen through the use of linguistic hybridity in the form of translanguaging and code-switching, as well as mixing of local and global cultures to create new, but no less Emirati, identities. Finally, a strong preference for being given a choice regarding medium of instruction in higher education was revealed. Such a choice is not currently provided. The paper ends by stressing the importance of embracing linguistic hybridity and cultural multiplicity rather than viewing English as a subtractive force