Language Policy and Power in Out-of-Classroom EFL Contexts: The Case of English Departments in Saudi Arabian Higher Education Institutions

Mohammad Almoaily

doi:10.5539/ijel.v9n2p136

Abstract

Most of the research on language policies in educational institutions has hitherto focused on the creation, interpretation, or appropriation of language policies that govern language use in the classroom. Language policies, however, can be instantiated or implemented in out-of-classroom settings. Hence, the current study examines the impact of language policies, in terms of both beliefs and practices, as mechanisms of power in communication between staff members in official meetings taking place at higher education institutions in Saudi Arabia. An online survey taken by 208 members, in addition to semi-structured interviews with eight department chairpersons, revealed that the implementation of monolingual English language policies can minimize the proportion of engagement of staff members, who are less competent in English, in department council meetings, committee meetings, and other official meetings. The data also suggested that the majority of participants in the study believe that multilingual language policies (allowing the use of both Arabic and English) should be avoided in order to not exclude non-Arabic speaking staff members from participation in official dialogue. The study concludes with implications for language policy creation and implementation for out-of-classroom English use in EFL educational institutions.

Highlights

Monolingual educational policies have long been accused of marginalizing students of other linguistic backgrounds
An online survey taken by 208 members, in addition to semi-structured interviews with eight department chairpersons, revealed that the implementation of monolingual English language policies can minimize the proportion of engagement of staff members, who are less competent in English, in department council meetings, committee meetings, and other official meetings
The first question concerned the English language policies (ELPs) implemented as a part of Saudi English departments’ language policy and the second question dealt with the potential impact of departmental language policies on department members

Summary

Introduction

Monolingual educational policies have long been accused of marginalizing students of other linguistic backgrounds (see Skutnabb-Kangas, 2000; Nicholas, 2009; Sierens & Avermaet, 2017). Most educational language policy research focusing on linguistic (in)equality has looked at this issue in teacher-student and/or student-student communication (see UNESCO, 2003; Hornberger, 2009; Bonacina, 2011; Gorter & Cenoz, 2016; inter alia). More attention needs to be drawn to the impact of monolingual policies on communication among teachers within a given constitution. Such policies can be a source of linguistic inequality and divide among teachers. Unlike teacher-student or student-student multilingual communication, language incompetency is often not a barrier in communication among teachers in the same institution. Higher education institutions are less likely to recruit staff members who are not competent in the language of instruction/communication in the department they are employed in. In EFL contexts, these linguistic preferences can affect teachers’ performance in official/unofficial meetings within the institution and can even lead to biases among staff members

Objectives

Results

Conclusion