Silvina Montrul, Native speakers, interrupted: differential object marking and language change in heritage languages

SILVINA MONTRUL, Native speakers, interrupted: Differential object marking and language change in heritage languages. Cambridge: Cambridge University Press, 2023. Pp. 324. Hb. £85.PostprintPeer reviewe

A Global Conversation on Native-Speakerism: Toward Promoting Diversity in English Language Teaching

It has been over three decades since Paikeday’s “The Native SpeakerNative speaker is Dead” was published, but alas the native speaker fallacyNative speaker fallacy (belief that native speakers are the ideal language teachers) is still very much alive and remains dominant in the field of English language teaching. Although awareness of linguistic discrimination and the racialization of English are widespread in academic circles, on the ground such injustices are still common, as can be seen when browsing job advertisements which often directly request “native speakersNative speaker” (NSs). This chapter begins with a series of autoethnographic accounts of the author’s experiences of native-speakerism occurring globally. These accounts are used as a springboard for a multiple case study exploring the attitudes and experiences of 130 adult learners and 72 English language teachers in two multilingual and multicultural cities: VancouverVancouver, CanadaCanadaand Abu DhabiAbu Dhabi, United Arab EmiratesUnited Arab Emirates. Findings revealed that native-speakerism has a strong presence in students’ ideologies as well as teachers’ recruitment and classroom experiences. It is argued that the linguistic and ethnic background of teachers often greatly affects their experiences. From a world EnglishesWorld Englishes perspective, the binary terms “native speaker/non-native speaker” are problematized due to the complex composition of English speakers today. Practical ways to move beyond NS/NNS binaries and embrace diversity in English language teaching are advocated

Cultural and linguistic struggles and solidarities of Emirati learners in online classes during the COVID-19 pandemic

The ongoing global COVID-19 pandemic has caused unprecedented shifts in higher education worldwide, with some nations more adversely affected than others. Since the onset of the crisis, almost all education abruptly moved to ‘emergency remote teaching and learning’. While the United Arab Emirates has been praised for its swift and effective responses, unique cultural and linguistic dynamics in this region present additional challenges for teaching and learning. This article presents empirical data from a qualitative phenomenological case study investigating female Emirati university students’ ( n = 69) perspectives on the use of video cameras and microphones in online classes. Students’ reflective writing and researcher observations in autumn 2020 revealed discomfort using video cameras and microphones due to a range of cultural and linguistic factors. Such factors include Islamic beliefs relating to modesty, home as a gendered space, noise considerations, concerns about privacy, struggles with language in their English-medium instruction university and fear of judgement from peers. Data are interpreted thematically using intersectionality together with Goffman’s theories of everyday interaction, stigma and relative deprivation, through which complexities of learner identities are explored. Practical suggestions are made on ways to adapt online learning to better suit the cultural and sociolinguistic realities of periphery and Global South contexts. It is argued that greater efforts need to be made toward inclusion of marginalized learners during the COVID-19 period

The effect of global English on culture and identity in the UAE: a double-edged sword

The United Arab Emirates\u27 complex history, its current demographics, its youthfulness as a country, and the fact that it is a region undergoing fast-paced change make the issue of cultural identity particularly relevant and urgent in this part of the world. This is especially true given the rapid spread of English in the sphere of education and everyday life in recent years. This paper discusses the above issues before analyzing the attitudes and perceptions of female Emirati university students and female Emirati primary school teachers with regard to global English and its effects on local culture and identity. After analysis of the findings from a qualitative study using open-response questionnaires with thirty-five students and twelve teachers, a discussion follows with recommendations on how to overcome issues raised in the study

Toward Culturally and Linguistically Responsive E-Learning in Post-COVID-19 Higher Education: Perspectives from the United Arab Emirates

The COVID-19 pandemic has caused dramatic shifts in education worldwide. In the spring of 2020, universities abruptly moved to emergency remote teaching and learning (ERT&L), with online and hybrid education continuing into the post-pandemic era. In the Gulf, cultural, religious, and sociolinguistic dynamics can present additional challenges for teaching and learning online. Reluctance to use cameras due to modesty, privacy, and E-safety concerns, amongst others, affects interaction and rapport. This article presents empirical data from a qualitative phenomenological case study investigating male and female Emirati university students’ (n = 107) perspectives on access, interaction, and engagement during Zoom classes in the fall of 2020 and spring of 2021. Students’ reflective essays and researcher observations revealed that intersecting factors, such as gender, religion, culture, linguistic challenges in English-medium universities, and fear of judgment, affected participants’ comfort levels and learning effectiveness in online classes. Data are analyzed through interpretive phenomenological analysis and the analytical tool of intersectionality, through which complexities of learner identities are explored. Practical suggestions are made on adapting online and hybrid learning to suit the sociocultural realities of Gulf states better by enhancing interaction and engagement in online classes without compromising comfort, E-safety, and privacy in post-pandemic educatio

Toward Culturally and Linguistically Responsive E-Learning in Post-COVID-19 Higher Education: Perspectives from the United Arab Emirates

The COVID-19 pandemic has caused dramatic shifts in education worldwide. In the spring of 2020, universities abruptly moved to emergency remote teaching and learning (ERT&L), with online and hybrid education continuing into the post-pandemic era. In the Gulf, cultural, religious, and sociolinguistic dynamics can present additional challenges for teaching and learning online. Reluctance to use cameras due to modesty, privacy, and E-safety concerns, amongst others, affects interaction and rapport. This article presents empirical data from a qualitative phenomenological case study investigating male and female Emirati university students’ (n = 107) perspectives on access, interaction, and engagement during Zoom classes in the fall of 2020 and spring of 2021. Students’ reflective essays and researcher observations revealed that intersecting factors, such as gender, religion, culture, linguistic challenges in English-medium universities, and fear of judgment, affected participants’ comfort levels and learning effectiveness in online classes. Data are analyzed through interpretive phenomenological analysis and the analytical tool of intersectionality, through which complexities of learner identities are explored. Practical suggestions are made on adapting online and hybrid learning to suit the sociocultural realities of Gulf states better by enhancing interaction and engagement in online classes without compromising comfort, E-safety, and privacy in post-pandemic educatio

Introduction: Linguistic identities in the Arab Gulf states: Waves of change

The introductory chapter provides an overview of the book’s main theme: linguistic identities in the Arab Gulf States and waves of change. The introduction discusses the content of the book’s twelve chapters as well as the need for the volume. The book’s first part (Chapters 1-3) explores the theme of language and power in the Gulf from multiple angles including an exploration of power relations between languages and their speakers. The book’s second part (Chapters 4-6) explores media representations of Gulf linguistic identities through the mediums of social media, modern fiction, and television drama. The focus of the book’s third part (Chapters 7-9) looks at how a wide range of linguistic phenomena, situated in broader social movements, have changed over time. Transitions discussed include an analysis of Gulf expatriates’ ambivalent identities, changing sociolinguistic landscapes during the Coronavirus pandemic, and a move away from culturally biased international English tests toward locally produced assessments. The final part of the book draws readers’ attention to English-medium instruction contexts in the Gulf and discusses translanguaging for transformation, multilingual teacher identities, and emotions of students studying in English-medium universities