Abstract
This chapter examines the cultural bias found in international English examinations and its effect on Gulf linguistic and cultural identities. The chapter begins by exploring the dominance of English as a global language since the early 1600s to the present day. Educational reforms with a move towards more and more English are then outlined. The chapter examines the cultural content of common international English exams used in the Gulf, including the International English Language Testing System (IELTS) and the Test of English as a Foreign Language (TOEFL). Both exams have been found to harbour cultural bias, which can affect test takers’ cultural identities, comfort levels, and achievement outcomes. The chapter goes on to explore the relatively new Emirates Standardized Test (EmSAT) in terms of familiarity of topics and potential for cultural bias. It is argued that locally produced English examinations could offer more culturally appropriate choices for the Gulf region. The chapter argues for a period of reflection and transition when assessing the cultural content of popular English exams.
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