Sustainability and Educational Language Policy in Arab Higher Education: Findings from Q Research

Autor/inn/en	Alkhateeb, Hadeel; Bouherar, Salim
Titel	Sustainability and Educational Language Policy in Arab Higher Education: Findings from Q Research
Quelle	In: Current Issues in Language Planning, 24 (2023) 5, S.573-595 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1466-4208
DOI	10.1080/14664208.2022.2155925
Schlagwörter	Higher Education; Educational Policy; Foreign Countries; Language Role; Student Attitudes; Language Maintenance; College Graduates; Well Being; Language of Instruction; Arabic; English (Second Language); French; Qatar; Algeria + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Ausland; Schülerverhalten; Sprachpflege; Hochschulabsolvent; Hochschulabsolventin; Well-being; Wellness; Wohlbefinden; Teaching language; Unterrichtssprache; Arabisch; English as second language; English; Second Language; Englisch als Zweitsprache; Französisch; Katar; Algerien
Abstract	This study examined whether institutions of higher education in the Arab world have adopted approaches that promote linguistic sustainability. Specifically, we used Q methodology to explore 30 graduates' perceptions of whether the educational language policies in force during their tertiary education positively impacted their wellbeing after graduation. Based on their priorities, the graduates sorted 29 statements that articulated some of the social, cultural and economic impacts of their universities' educational language policies. The results show that graduates took four distinct positions, which were given labels representing their general sentiments: "We deserved better, We wanted more, It was enough but not everything" and "We cannot complain." This study concludes that three main linguistic areas were neglected in these graduates' tertiary studies: "language and identity, investment as a second language learning construct" and "parallellingualism." We maintain that higher education institutions could provide a more sustainable linguistic experience for Arab graduates by addressing these shortcomings, among others. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01