Language Policy and Language Teacher Education in the United Arab Emirates

Clarke, Matthew

doi:10.1002/j.1545-7249.2007.tb00090.x

Cited by 31 publications

(17 citation statements)

References 15 publications

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“…In addition, as with the trainee teachers at Zayed University studied by Harold and McNally (2003), and those both taught and studied by Clarke (2007) at a sister institution (the Higher Colleges of Technology), the students who participated in the mentoring/practicum program at the case institution were typically the very first to undertake HE in their family, that is, are "part of the first generation of young women in the UAE to attend university" (Clarke, 2007. p. 585). Simply put, HE for women in the UAE is often emancipating (Abdulla and Ridge, 2011), and this is why those of a strictly critical/ liberatory pedagogical bent are often arguably mistaken when asserting that TESOL is necessarily and automatically linguistically imperialistic, socially disempowering, and pedagogically unsound (e.g., Phillipson, 1992).…”

Section: Richardson (P 435) Goes On To Conclude Thatmentioning

confidence: 94%

Toward Increased Professionalism in Teaching English as a Second or Other Language through Pre-service Trainee Teacher Mentoring in the United Arab Emirates

Solloway

2019

UKH J SOC SCI

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For a variety of reasons, both historical and sociological, the feasibility – as well as the very desirability – of mainstream teaching securing the status of a profession (in the sense of established professions such as law, medicine, architecture, and engineering) has long been questioned (e.g., Burbules and Densmore, 1991). If this is the case as regard regular, mainstream education, what then is the situation in relation to the subfield of teaching that is teaching English as a second or other language (TESOL)? Sadly, few if any would likely doubt that the field has so far failed to achieve the status of a recognized profession. There are numerous causes of this failure, though some especially salient reasons – less than stellar public perceptions of the fields of English as a second language/English as a foreign language, employment standards of the private sector, that is, the (in) famous English language teaching industry, the initial training and qualifications of those in the field, and discriminatory practices – will be highlighted in the following discussion. In addition, the second half of this paper draws and reflects on a trainee teacher mentoring scheme at a federally-sponsored institution of higher education in the United Arab Emirates – now sadly discontinued – which the author participated in for 3 years between 2011 and 2015, and which, it is argued, exemplified programs which can go some not inconsiderable way toward combatting a number of the obstacles currently preventing the field of TESOL achieving the status of a legitimate profession.

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Section: Richardson (P 435) Goes On To Conclude Thatmentioning

confidence: 94%

Toward Increased Professionalism in Teaching English as a Second or Other Language through Pre-service Trainee Teacher Mentoring in the United Arab Emirates

Solloway

2019

UKH J SOC SCI

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“…Teaching overload, which is a workplace stressor, has been shown to have detrimental effects on faculty job satisfaction that may lead to a faculty member leaving the institution (Rosser, 2004). In addition, in intercultural institutions where academics come from abroad, unfamiliar teaching pedagogy and language barriers may hinder job satisfaction and teaching quality (Chapman & Austin, 2002;Clarke, 2007;Hofstede, 1986). Expatriate academics may experience challenges in facing local students in class for the first time and adjusting to a new academic environment (Miller, 2009;Richardson & McKenna, 2002).…”

Section: Internal Work Environmentmentioning

confidence: 99%

To Leave or to Stay: Faculty Mobility in the Middle East

Alemu

Pykhtina

2020

IJEPL

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Existing research on faculty mobility generally investigates the issue in the context of Western postsecondary institutions. This study adds to the body of knowledge through studying higher education faculty in six Middle Eastern countries. Participants of the study were higher education faculty members in Bahrain, Kuwait, Oman, Qatar, the Kingdom of Saudi Arabia, and the United Arab Emirates. Out of 600 faculty members initially invited, 139 completed the electronic survey, whichwas administered in the 2017–2018 academic year. The findings show that factors both internal and external to an institution contributed to a faculty member’s decision to stay or leave. It also shows that gender and experience in the GCC Universities had no significant effect on faculty members’ intentions to leave or to stay.

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“…Defining professional identity is about focusing on what teachers perceive as important and meaningful work (Vähäsantanen, Hokka, Eteläpelto, Rasku-Puttonen, & Littleton, 2008). In a changing educational and linguistic landscape such as Abu Dhabi (Clarke, 2007), being professional for the new teacher calls for active processing of prior experiences and knowledge gained while training, applied when in practice. It necessitates understanding the context of teaching while being cognisant of the learning and engagement needs of students.…”

Section: Professional Identitymentioning

confidence: 99%

“…Selfknowledge may be the starting point for building professional identity, self-efficacy, and agency to develop authentic professional relationships with colleagues and students. To teach with integrity, Clarke (2007) recommends novice teachers increase their awareness of sociopolitical issues connected with policy development and curriculum delivery. Aligned with this, regular reflection on philosophy, positioning oneself in the centre of change, and negotiating linguistic and cultural identity allows what Trueit and Doll (2010) believe to be an embrace of the complexity perspective, seeing "possibilities yet unseen in the policies, practices and politics of schooling and education" (p. 136).…”

Section: Professional Identitymentioning

confidence: 99%

Emergence of Professional Identities of Novice Emirati Teachers

Tennant¹,

Stringer²,

Riddlebarger³

et al. 2019

AJTE

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This article explores the emergence of Emirati novice teachers' professional identity from a socio-cultural viewpoint where influences on identity are sourced internally through beliefs, attitudes, values and dispositions and externally through factors such as roles and responsibilities. Empirical data collected through individual and group interviews and analysed using content analysis, highlights both challenges and emergence of professional identity from point of graduation through to the end of the first year of teaching. The results show that influences on professional identity relate to challenges of raising learner outcomes in relation to delivery of the curriculum, managing the self in multiple contexts, and participating in schoolbased communities of practice. Teaching science and mathematics in English raises queries of 'self' as a teacher. Novice teachers' emerging professional identity emphasises the ethics of teaching in the UAE.

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Language Policy and Language Teacher Education in the United Arab Emirates

Cited by 31 publications

References 15 publications

Toward Increased Professionalism in Teaching English as a Second or Other Language through Pre-service Trainee Teacher Mentoring in the United Arab Emirates

Toward Increased Professionalism in Teaching English as a Second or Other Language through Pre-service Trainee Teacher Mentoring in the United Arab Emirates

To Leave or to Stay: Faculty Mobility in the Middle East

Emergence of Professional Identities of Novice Emirati Teachers

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