Abstract
The Qatari college EFL (English as a Foreign Language) classroom is revisited in the author’s second action research study conducted in the small Arabian Gulf country. The literature review allowed the author to gather themes that lead to this groundbreaking inquiry of the residual effects resulting from educational language reforms in the country. Due to the beginning stages of English as a medium of instruction (EMI) in Qatar, to the author’s knowledge, no such research has taken place until now. The qualitative data collection method involved 11 focus group participants from the researcher’s advanced-intermediate IEP (Intensive English Program) class that underwent a semi-structured interview. Results determine that, if given the choice, students would rather receive instruction in the Arabic medium instead of English to pursue undergraduate studies. The author offers additional research questions and recommendations in understanding the student perspective and why the EMI reforms have not been successful.
Highlights
This paper examines the policy changes in the Arabian Gulf countries concerning the adoption of English Medium Instruction (EMI) in schools and higher education, and its potential effects according to the collected data
In the governmental schools known as independent schools, Arab teachers lacking English proficiency have been expected to master the language in a very short time to teach English as a Foreign Language (EFL)
An interviewee suggested to Ellili-Cherif (2014) that the all teachers lacking English proficiency in Qatar should enroll in the British Council for language improvement
Summary
This paper examines the policy changes in the Arabian Gulf countries concerning the adoption of English Medium Instruction (EMI) in schools and higher education, and its potential effects according to the collected data. In the State of Qatar, for example, under the Education for a New Era (EFNE) reform, the ruling family has decreed the establishment of a bilingual education system as a means of transition to English as a medium of instruction. In the governmental schools known as independent schools, Arab teachers lacking English proficiency have been expected to master the language in a very short time to teach English as a Foreign Language (EFL). The expectations, are undoubtedly high in all levels of the educational sector in Qatar, to meet the standards set by the aforementioned decree.
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