An Ideological Perspective on Competing Languages and Identities: The Case of Arabic and English in Saudi Arabia (Published)
The spread of English is being promoted as an important driver of social and economic development (Pennycook, 2009, p.116). However, this view can be “misguided”, as English can also be problematic, a source of inequality, and a “formidable obstacle to education” (Tollefson, 2000, p. 9). In this sense, the spread of English is seen as a form of the “linguistic imperialism” in which English enjoys an ideologically higher status over other languages, thus encouraging new forms of capitalism and endorsing the practice of homogeneity (Phillipson, 1999, p.274). In the same vein, it is argued that “language ideology represents statements of identity” (Cummins, 2000, p.xi). With regard to the context of Saudi Arabia, it is argued that if English can be a threat to the Arabic language, then it can also be a threat to the Arabic and Muslims identity (Elyas, 2008a, b), which may not be the true reflection of the Islamic view on learning other languages (Elays and Picard, 2010). Therefore, this article aims to evaluate the linguistic situation in Saudi Arabia in response to the spread of English and the tension this might have created with the Arabic Language to compete with English over gaining access to power and politics in different domains.
Keywords: Arabic, Identity, Media, Saudi Arabia, economy ideology
LEARNERS’ PERCEPTIONS OF TEACHER WRITTEN FEEDBACK COMMENTARY IN AN ESL WRITING CLASSROOM (Published)
The purpose of the current study is to examine Arab learners’ perceptions of teacher written feedback commentary in an ESL writing classroom. This study used a Think-Aloud Protocol (TAP) to examine learners’ perceptions of teacher WCF comments, involving fifteen native Arabic speaking ESL learners (11 male, 4 female) in three TAP interviews. The results of this study reveal that participants: 1) had a very high level of interest in teacher comments, 2) appreciated feedback that praised their good work, 3) complained about marginal comments that were not linked to specific errors with no line or arrow, 4) misinterpreted some teacher feedback comments.
Keywords: Identity, Investment, feedback commentary, praise