This implies that English serves as the working and unifying language in the UAE. Virtually every job in the region requires some English speaking abilities. Further, for advancement of education beyond junior level, Emiratis are expected to be fluent in English. However, critics insist that mandatory use of English as an instructional language in higher education is gradually eroding the quality of Arabic and undermining the cultural identity of Arab students. This paper argues that use of English in UAE universities enables graduates to conform to global standards of the professional workforce and it cannot be done away with entirely. At the same time, the paper proposes that UAE governments and curriculum developers must modify English language policy in the federation’s universities to accommodate Arabic, while still making sure that graduates fit in the global work environment. It is imperative to note that the UAE holds a high rank among global nations, in terms of higher education applications and enrollment. This could partly be attributed to the fact that the UAE government funds university education, and many have come to perceive this as a right for every Emirati. Most of the instructors in these institutions of higher learning are foreigners, emphasizing the need for a common language. UAE higher education is primarily based on four policy provisions; one among them being predominant use of English as an instruction language (Findlow, 2006). In support of the UAE government’s policy of English instruction in universities, the UAE Ministry of Higher Education places emphasis on specific university admission standards. This ministry with the help of the UAE Ministry of Education, which governs lower education levels, set specific language objectives for schooling in the country (Findlow, 2006). For instance if a student wants to enroll in a federal institution of higher education, he or she must take a test that measures their proficiency in the English language. Students who score below the stipulated minimal level are usually denied admission even to English-language curricula at the pre-baccalaureate level. This further implies that the students cannot join any of the three UAE federal universities. More than 90 percent of the accepted students must undergo remedial English training before being allowed to commence studies in their respective degree programs. These standards must be altered slightly to become a bit lenient and avoid denying students the opportunity to further their studies. For example, English learning programs can be increased at primary and secondary levels, but still run concurrently with Arabic lessons. This would give students a higher chance of passing the preliminary university admission exams. Close to a third of government universities’ budgets are used to support Basic English courses after admission of students. These pre-entry English foundation programs are usually blamed for excessive utilization of resources that would otherwise be distributed throughout the education chain. These programs also waste significant time, since undergraduates end up taking five or six years to complete their degrees (Findlow, 2006). This problem can be overcome, as mentioned earlier, by introducing additional English classes at lower levels thus increasing language proficiency from a tender age, enhancing resource distribution and avoiding time
English Language in UAE Universities Name: Institution: English is one of the world’s most extensively used languages and it falls in third place, after Mandarin and Spanish, as the most widespread native language. English is commonly utilized as an official language in numerous global organizations like the United Nations, as well as, a second language for most nations…
It will be a boon because of the advantages that students, the university and the sponsoring company could get from this kind of deal. First, let us go to the advantages of the scheme to the student. When the sponsoring company controls the curriculum, they put into the design the long experience they have gathered from the field of their expertise.
A language reflects the characteristics of an individual as well as beliefs and practices of the community in which they belong. Each community has its own language that expresses the attitude, values and ideas of its people. Thus, language enables people to communicate their thoughts, cultural beliefs and practices with other people of the same community.
The poem by Paul Dunbar, “We Wear the Mask,” is one which uses poetic language to describe the main theme. Without the language, there is the inability to understand what the main theme is and what the philosophy of the poet is. However, Dunbar is able to create imagery of what the mask is and how this relates to the relationship which one has to wearing a mask.
When my father expatriated to Canada an opportunity presented itself, and I studied French to make blending in the Canadian environment efficient.
Out of curiosity and thrill I could read and understand French eventually.
Being the official language of 44 countries, English language is populated by 1.6 billion souls, where one-third of humankind is able to read, write and speak English (Bryson, 1990, p. 181).
The role of English in our present day societies reflects the globalisation and worldliness of this language.
This type of activity is categorized under objective type testing. What happens in fill in the blanks activity is that there is sentence which is not complete i.e. some parts of the sentence is missing and the student has to put the appropriate missing part into the sentence.
Dendrinos (cited in Cummins and Davison, 2007, p.130) expresses the influence of Anglo - American norms on linguistic and pedagogic and laments the monolingualism and monoculturalism of English Language Teaching. He further states that by not English one is excluded from anything of social importance.
If there is one language that can serve as a common platform to all the different ethnic communities settled in the US and if there is one language that can be declared as the official language of the world's greatest democracy, it is undoubtedly English.
The other, retribution, or vengeance, involves punishment for a wrong perpetrated on society. Throughout the history of civilization this rational has not changed substantially. Aside from deterrence, the central reasoning for proponents is vengeance guised as
The role of English language has been perpetuated in government, undergraduate and in postgraduate education by a number of post-colonial states. Language education in such states is largely governed by Anglo-American undergraduate academic structures and language books.
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