Abstract
Review of literature suggests that issues in English language policies (ELPs) in higher education foreign language department levels have not been addressed, and the relationship between beliefs about general notions of ELPs and gender has been disregarded. The current study investigates gender-related differences in beliefs on five main notions of ELPs among staff members in Saudi Arabian English departments. An online survey was administered to staff members in different Saudi English departments from different regions in Saudi Arabia. Five general statements on ELPs were included in the survey and were responded to by male (n = 67) and female (n = 143) staff members (total = 210). Pearson’s chi-square test of independence and the calculated percentages of responses were used to analyze gender differences. No statistically significant differences were found between male and female participants, with the exception of one statement. Both genders had generally similar beliefs on ELPs. Moreover, the female staff had slightly stronger beliefs than the male staff, and males showed more hesitation than females did when deciding on ELP matters. The study also discusses the implications of the findings and provided recommendations for future research.
Highlights
The area of language policy (LP) has been eliciting increasing attention from researchers recently (e.g., Johnson, 2013; Schiffman, 2010; Shohamy, 2006; Spolsky, 2004)
The current study investigates the relationship between gender and beliefs about English language policies (ELPs); beliefs and their relation to language use need to be discussed
The current study aims to explore the relationship between gender and the beliefs on ELPs of Saudi English departments’ staff members
Summary
The area of language policy (LP) has been eliciting increasing attention from researchers recently (e.g., Johnson, 2013; Schiffman, 2010; Shohamy, 2006; Spolsky, 2004). LPs within these departments already exist or are to be developed in the near future. In this regard, male and female staff members are likely to work together in creating ELPs that both genders will implement. Given the differences between male and female individuals in second/ foreign contexts in terms of beliefs about several educational aspects (Bernat & Lloyd, 2007; Yilmaz, 2010), an investigation must be conducted to determine if such differences are present among educated staff members in Saudi’s higher education English departments. The lack of investigation in this area has created gaps in our understanding of gender-related differences in relation to general notions of ELPs. The study aims to examine how similar or different female beliefs are from those of male staff members with regard to five general notions of ELPs
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