English Language in UAE Universities - Research Paper Example

English Language in UAE Universities 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. The United Arab Emirates (UAE), a federation of seven Arab Emirates, is no exempt from the far reaching influence of the English language. Despite the fact that the UAE recognizes Arabic as the official language, the region uses English as the Lingua Franca. 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 wastage. All this while, students must still be taught the right standards of Arabic to avoid losing their identity. Academic experience of UAE’s higher education aims at achieving several learning outcomes like language proficiency, critical thinking, information literacy, enhanced knowledge in information technology and increased global awareness (Findlow, 2006). All these outcomes depend on the language learning capacity of students. Currently, UAE universities uphold the notion that learning English is the only way to attain these objectives. It appears as though the primary goal of UAE federal universities is to create workforce-ready students, who uphold western ideals like ability to communicate in English, efficiency and punctuality. However, other than focusing entirely on English oriented learning, the government and other partisans in higher education must find a way to ensure that graduates communicate effectively in both English and high standard Arabic. This is because it is the only way that they can practically apply principles and concepts learnt to the growth of the Arab dominant region. Integration of the two languages would also enable the students remain true to their culture and be able to formulate a set of values that reflect their environment. The prevalent view that English is vital in development of the UAE is justifiable beyond doubt. This is especially because majority of the region’s workforce consists of expatriates and the Emiratis must also find a way to interact with the rest of the world. However, the possibilities that English presents should not come at the expense of loss in cultural identity. The government and participants in education reforms must ensure that UAE universities embrace non-English speaking Emiratis and they must also integrate Arabic subjects in the higher education curriculum. This will equip students with the skills necessary to work not only in global setting, but also locally, which is crucial for national progress. Reference Findlow, S. (2006). Higher Education and linguistic dualism in the Arab Gulf. British Journal of Sociology of Education, 27(1), 19-36. Read More