Sustainability and educational language policy in Arab higher education: findings from Q research

ABSTRACT

This study examined whether institutions of higher education in the Arab world have adopted approaches that promote linguistic sustainability. Specifically, we used Q methodology to explore 30 graduates’ perceptions of whether the educational language policies in force during their tertiary education positively impacted their wellbeing after graduation. Based on their priorities, the graduates sorted 29 statements that articulated some of the social, cultural and economic impacts of their universities’ educational language policies. The results show that graduates took four distinct positions, which were given labels representing their general sentiments: We deserved better, We wanted more, It was enough but not everything and We cannot complain. This study concludes that three main linguistic areas were neglected in these graduates’ tertiary studies: language and identity, investment as a second language learning construct and parallellingualism. We maintain that higher education institutions could provide a more sustainable linguistic experience for Arab graduates by addressing these shortcomings, among others.

KEYWORDS:

• Linguistic suitability
• educational language policy
• higher education
• Q-methodology

Acknowledgements

Open Access funding provided by the Qatar National Library.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Hadeel Alkhateeb

Hadeel Alkhateeb is an Associate Professor of Language Policy and Language Planning at the College of Education at Qatar University where she has been a faculty member since 2009. Hadeel completed her Ph.D. at the University College of London. Her research interests include: language in education policies, educational policy in Arab higher education, linguistic imperialism, and Q-methodology.

Salim Bouherar

Salim Bouherar is an Associate Professor of English at Setif 2 University, Algeria. His research interests include the comprehension process of idioms, teaching materials of English as a second/foreign language, linguistic and cultural imperialism, critical pedagogy, and language planning and policy.