FYI: Call for Contributions to a Book - Chapters
'Global English: Issues of Language, Culture, and Identity in the Arab World'
Global English today is touted as the lingua franca of the world. English
can now profess to be the language with the most non-native speakers and
learners, and as such its current role on the world’s stage cannot be
Globalization, linguistic imperialism, language rights, language and power,
cultural, political, and economic hegemony, and language planning and
policy are at the forefront of the debate on global English. There are many
scholars and lay people today who are concerned with the subtractive spread
of English worldwide. As languages are pushed aside and made to run second
to global English, people may be at risk of linguistic loss. Furthermore,
cultures and identities could be in similar danger. Unfortunately, little
attention has been given to this issue in the Arab world.
In many, if not most, Arab countries (in the Middle East and Arabian Gulf),
the second language is English. In several of these Arabic-speaking
nations, English has become a pervasive language, especially in the
economic and business sectors. Additionally, children in these countries
often begin learning English during their formative years, and English is
increasingly becoming the medium of instruction in many schools, colleges,
and universities where Arabic is relegated to a secondary status. Although
formal Arabic, foos’ha, is taught throughout the Arab world, there is
rarely any excitement involved in learning Arabic. Students find it more
trying to learn Arabic especially when it is compared to the colorful,
entertaining textbooks and materials of English in addition to English’s
creative and constantly updated pedagogical approaches and methods.
Although we cannot be certain that Arabic, Arab identity, or culture can or
will be lost or lessened through the continual focus on global English, it
is a concern. As more and more Arabs communicate in English, even with
other Arabs, we may discover that the place of Arab identity is no longer
held entirely in the language of Arabic, if it ever was. Most of us today
are aware that global English comes with some positive and negative
attachments in terms of its effects on other languages and speakers of
those languages. With all these attachments to the language, it is probable
that those Arabs who use English as a global language have in some way been
touched by more than just the language in terms of their identities, their
cultures, and their native language. It is time a voice is given to the
Arabs compelled to survive in a world of English and often at the expense
of their Arabic language, culture, and identity.
'Global English: Issues of Language, Culture, and Identity in the Arab
World' seeks to gain an understanding of how global English is affecting
Arabs who reside in various geographic locations within the region.
Contributions that cover any country in the the Arab Middle East and in the
Arabian Gulf will be considered. Each chapter will examine the effect of
global English on self and or on the people of a specific country in one or
more contexts (e.g., educational, business, social-cultural, political,
etc.). Specifically, this book will seek to answer the question how has and
how does global English impact Arabs in terms of their native language,
identity, and culture?
Chapters sought could be empirical (i.e., research-based), theoretical, or
narratives (i.e., personal encounters/experiences). The chapters should be
20-30 pages double-spaced (Times New Roman, font 12). The volume will only
include papers in English.
The idea of 'Global English: Issues of Language, Culture, and Identity in
the Arab World' grew out of our experiences teaching graduate and
undergraduate students at the American University of Sharjah in the United
Arab Emirates. It also came about as a result of witnessing the increasing
use of the English language in all sectors of society in the last decade,
in this country and others in the region. Our interest was further piqued
by studies we carried out with our students regarding their feelings about
global English and their perceptions and concerns about the status of
Arabic. As such, this book is intended for students, graduate and
undergraduates, language teachers, teacher trainers, educational
administrators, educational policy makers, and others concerned with
language education in schools and universities globally and the Arab world
specifically. The book also has as its intended audience scholars in
relevant fields in order to promote further research on issues of language,
culture, and identity in the Arab world.
If you are interested in contributing a chapter, please send in an
abstract, clearly delineate the country you are writing about, the type of
chapter you are proposing (empirical, theoretical, or narrative), and
issue(s) you will be addressing in the chapter. Please include with your
abstract a one-page bio or a current CV.
- The deadline for receiving abstracts is September 25, 2009.
- Abstracts and bios/CVs should be emailed as a word document attachment
to: Dr. Ahmad Al-Issa: firstname.lastname@example.org.
- Notification of acceptance will be sent out by October 31, 2009.
- Completed chapters are due on March 1, 2010.
For any inquiries or further information, please contact Dr. Ahmad Al-Issa
(email@example.com) or Laila Dahan (firstname.lastname@example.org).
- Ahmad Al-Issa is an Associate Professor of Applied Linguistics and TESOL
in the English Department at the American University of Sharjah in the
United Arab Emirates. He has published many journal articles and book
chapters in the areas of cross-cultural communication, global English,
intercultural pragmatics, and teaching effectiveness. His most recent
publications include: 'Globalization, English Language, and Muslim Students
in the United Arab Emirates' in Educational Awakening: Journal of the
Educational Sciences (co-authored with L. Dahan, 2009), 'Prior Knowledge
and Writing in the College EFL Composition Classroom' in Coombe, C.,
Jendli, A., & Davidson, P. (Eds.). 'Teaching writing skills in English:
Theory, Research and Pedagody' (2008), 'Deciphering the Secret Code. A New
Methodology for the Cross-Cultural Analysis of Nonverbal Behavior' in
Behavior Research Methods (co-authored with Bente et al. 2008), 'A Journey
of Belonging: A Global(ized) Self Finds Peace' (co-authored with N. Golley)
in N. Golley (Ed.) Exploring Identity: Contemporary Arab Women’s
Autobiographical Writings (2007), 'Schema Theory and L2 Reading
Comprehension: Implications for Teaching' in College Teaching and Learning
(2006), 'When the West Teaches the East: Analyzing Intercultural Conflict
in the Classroom' in Intercultural Communication Studies (2005), 'Global
Nomads and the Search for Cultural Identity: Tips from the Classroom' in
College Teaching (2004), and 'Socio-cultural Transfer in L2 Speech
Behaviors: Evidence and Motivating Factors' in International Journal of
Intercultural Relations (2003).
- Laila S. Dahan teaches in the Department of Writing Studies at the
American University of Sharjah. She holds MAs in TESOL and Political
Science, her undergraduate degree is in languages and linguistics from
Georgetown University. She is currently a Ph.D. candidate at the University
of Exeter (UK). Her book, 'Keep Your Feet Hidden: A Southern Belle on the
Shores of Tripoli,' will be published in September 2009. Some of her recent
publications include: 'Globalization, English language, and Muslim students
in the United Arab Emirates' (co-authored with A. Al-Issa), and 'English as
an International Language in the Arabian Gulf: Student and Teacher Views on
the Role of Culture.' In Midraj, S., Jendli, A., & Sellami, A. (Eds.).
Research in ELT Contexts. Dubai: TESOL Arabia Publications (2007).