There is no Alternative! Student Perceptions of Learning in a Second Language in Lebanon

Abstract

Since 1997, children in Lebanese state schools are taught most of the curriculum in English or French. The children’s first language, Arabic, may be used even less in private schools, which educate 70% of children. In many countries, mother tongue education is seen as a right but in Lebanon it is taken for granted that children are taught in English or French. Written opinions were collected from seventy-five university students who were asked about the language in education policy. The results of a thematic analysis were discussed with a focus group of eight students. Findings point to a widespread acceptance of the policy, partly based on an underlying belief in the unsuitability of Arabic for the 21st century and a perception that the Lebanese are culturally predisposed to learn languages. Using the concept of linguistic imperialism, we discuss these results with reference to French colonialism and the global spread of English medium instruction. We also use a critical definition of ideology to discuss how a discourse in favour of the language in education policy, which actually favours the interests of the Lebanese elite, has been internalised by the students who see emigration as their only future.

Understanding Students’ Resistance to Autonomous Learning in an L2 English Language Course at a University in Lebanon

“…They viewed English as a necessary medium of instruction at all levels of education placing English as the best means for studying science, technology, business and the media. They also viewed English as important for their future education or careers abroad placing English as the conduit to emigration (Orr and Annous, 2018).…”

Language Learning Tool for Refugees: Identifying the Language Learning Needs of Syrian Refugees Through Participatory Design

“…However, some young Syrian refugees are trying to study English, (Casalone and Puig 2015;Riller 2009), which could help them immigrate to a third, safer country with better education opportunities and more respect for human rights (UNHCR 2017b). Moreover, English literacy increases their chances of enrolling and succeeding in Lebanese schools where science and math classes are taught in English or French (Orr and Annous 2018). Young Syrian refugees who are studying English while in Lebanon are in a similar situation as other refugees in transition to a third country.…”

Bilingualism as the Medium of Educational Instruction: An Exploratory Study of Student and Teachers’ Views in Lebanon

“…Spolsky (1978) had proposed a theory and model for bilingual education but at the same time highlighted its complexity and its dependency on certain factors and situations. However, political, economic and religious issues challenged colonialism and its implementation of English or French as a medium of instruction to the ousting of national languages as a kind of imperialism and power through indirect means which was met with disfavor in many countries worldwide (Orr & Annous, 2018;Zakharia, 2009). Nevertheless, putting the non-linguistic factors aside, the world, and especially in Lebanon, has become even more bilingual and multilingual as people and students travel, and emigrate to seek better opportunities.…”

“…There are even fewer at the university level. Orr and Annous (2018) indicated that students favored learning in English and French and not the national language Arabic. Arabic is not viewed by students as prestigious as English and French are and which are viewed as passports to continue their higher studies in preferred Western type institutions.…”