Language Policies in Education in Qatar between 2003 and 2012: From Local to Global Then Back to Local

Autor/inn/en	Mustafawi, Eiman; Shaaban, Kassim
Titel	Language Policies in Education in Qatar between 2003 and 2012: From Local to Global Then Back to Local
Quelle	In: Language Policy, 18 (2019) 2, S.209-242 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mustafawi, Eiman)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1568-4555
DOI	10.1007/s10993-018-9483-5
Schlagwörter	Educational Policy; Educational History; Elementary Secondary Education; English (Second Language); Second Language Learning; Language of Instruction; Educational Change; Semitic Languages; Language Planning; Foreign Countries; Grades (Scholastic); Achievement Tests; Outcomes of Education; Educational Objectives; Mathematics Achievement; Science Achievement; Achievement Gains; Policy Analysis; Teacher Attitudes; Universities; Public Officials; Teacher Qualifications; Qatar + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Bildungsreform; Arabisch; Hebräisch; Sprachwechsel; Ausland; Notenspiegel; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lernleistung; Schulerfolg; Educational objective; Bildungsziel; Erziehungsziel; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Politikfeldanalyse; Lehrerverhalten; University; Universität; Lehrqualifikation; Katar
Abstract	The State of Qatar, in cooperation with the RAND Corporation, launched in 2002 an ambitious educational reform and development plan, "Education for a New Era," which included, among other things, the instating of English as the medium of instruction (EMI) in mathematics, science, and technology in the K-12 system. From the start, the reform plan came under fire locally on grounds related either to ideological concerns or to implementational practicalities. Results of students in all grades on national examinations, which the Supreme Educational Council (SEC) oversaw, showed that a very small percentage of students (8-20%) had mastered the set learning outcomes in any of the main four subjects (Mathematics, Sciences, English, and Arabic). These results showed clearly that the reform initiative had failed to deliver on promises of improved student performance (Kirkpatrick and Barnawi, in: Kirkpatrick (ed) English language education in the Middle East and North Africa, Springer, Switzerland, 2017). In 2012, these perceived failures led the SEC to issue a decree reinstating Arabic as the language of instruction in grades K-12 in schools as well as at Qatar University in all areas of social sciences. The present study examined the problems that had caused the failure of the reform initiative through surveying, by means of structured interviews, the opinions of teachers at independent, public, and international schools in addition to the opinions of some SEC officials; the total number of interview hours was 34 conducted with 24 interviewees. The study identified the following issues as factors that had actively contributed to the demise of the experiment of using EMI in mathematics, science and technology: attitudes of stakeholders; teachers' qualifications and preparedness to take up such a daring task; the complexity of the context of teaching; and the manner of introducing the reform agenda. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01