Al-Issa Ahmad, Dahan Laila S. (ed.) Global English and Arabic: Issues of Language, Culture, and Identity

Peter Lang, 2011. — xii, 166 p. — (Contemporary Studies in Descriptive Linguistics). — ISBN: 978-3-0353-0120-5.This volume contains selected chapters from researchers and scholars concerning global English in the Arab world. It brings a new perspective to the phenomenon of global English as today’s lingua franca by focusing on an area of the world that is troubled by the spread of English. The book goes to the heart of a linguistic dilemma: the impact of global English on the Arabic language, Arab culture, and identity. New empirical evidence and insights into this problem are presented by a variety of researchers. The majority raise concerns about the long-term viability of Modern Standard Arabic in the face of global English. In light of the ever-expanding growth of global English, this book gives voice to the worries of people in the Arab world about maintaining their language, culture, and identity.Global English and Endangered Arabic in the United Arab Emirates
Emirati Students’ Experiences of English as a Medium of Instruction
Who Am I as an Arab English Speaker? Perspectives from Female University Students in the United Arab Emirates
Appropriating English: Languages in Identity Construction in the United Arab Emirates
The Status of English in Institutions of Higher Education in Oman: Sultan Qaboos University as a Model
The Impact of English-medium Higher Education: The Case of Qatar
“Ahyaanan I text in English ‘ashaan it’s ashal”: Language Crisis or Linguistic Development? The Case of How Gulf Arabs Perceive the Future of their Language, Culture, and Identity
The Growth of English Language Learning in Morocco: Culture, Class, and Status Competition
Arabic in Latin Script in Egypt: Who Uses It and Why?
Computer-mediated Communication: The Emergence of e-Arabic in the Arab World
The Impact of Global English on the Arabic Language: The Loss of the Allah Lexicon
Navigating Linguistic Imperialism, Cultural Hybridity, and Language Pedagogy