Fatma F S Said
Biographic Data
| ID | 2096098 |
|---|---|
| NAME | Fatma F S Said |
| GIVEN NAMES | Fatma F S |
| FAMILY NAME | Said |
| SIGNATURE | SAID F F S |
| AFFILIATIONS | Zayed University |
| ORCID | 0000-0002-4233-6026 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Curating complexity
Digital technologies have transformed how transnational multilingual families learn and use their multiple and heritage languages (HL). This paper examines the everyday literacy practices of Arabic-speaking multilingual families in the UK. Using a linguistic and digital ethnographic approach, it explores how digital tools are adopted in the home and how they contribute to multilingual and multimodal literacy development. Data were generated throu…
UAE Bilingual children’s early linguistic environments
I'm Maitha! You're Abdalla, okay
Grandparents as custodians of Arabic as a heritage language in the United Kingdom
The phenomenon of three-generation households is typical in many homes across the world, though perhaps less so in North America and Western Europe. When multigeneration families share the same physical space and take part in the same activities, the dynamics of parenting, eating, how time is spent and allocated, and relationships differ from families in which only parents and their children live together. One of the main (relevant) differences i…
Introduction
Article Introduction: learning, re-learning, and un-learning language(s) in the multilingual family during COVID-19 lockdown was published on March 1, 2024 in the journal Multilingua (volume 43, issue 2)
Arabic-English bilingual children’s early home literacy environments and parental language policies
The paper describes the role parental language ideology and the home literacy environment play in heritage language (HL) literacy learning of bilingual Arabic-English-speaking children in the UK. Information about the under-reported literacy practices of Arabic-English-speaking families will enhance current knowledge about HL literacy practices within the home. Data were collected over a period of 12 months in the form of language background surv…
Mothers’ Accounts of Attending to Educational and Everyday Needs of Their Children at Home during Covid-19
From March 2020 until July 2020, the UAE implemented mandatory distance learning due to COVID-19, which meant that children had to continue their learning remotely at home. Though schools concerted exemplary efforts to ensure that children received all that was necessary through advanced technology platforms and interfaces, the duty of ensuring that children continued to engage in successful learning fell solely on parents. This paper is based on…
Ba -SKY- a P with her each day at dinner’
The paper describes the transformational role technology plays in the management and transmission of heritage (minority) languages (HL) in two UK-based multilingual families. Data were collected in the form of a language background survey, parental interviews, and recordings of interactional events within the home. Findings suggest that parents use technology as a language management tool within the home domain to transmit their HL through enhanc…
Arabic Schools and the Promotion of Fundamental British Values
This article explores the positioning of a sample of Arabic complementary language schools in the context of the UK government’s discourse and promotion of so-called Fundamental British Values. While there is considerable social and political debate about radicalisation in Arab communities, teachers in the sample are deeply committed to a form of consensual diversity, both in their schools and their communities. They are also supportive of so-cal…
“No, no Maama! Say ‘Shaatir ya Ouledee Shaatir ’!” Children’s agency in language use and socialisation
Aims and objectives: This paper investigates how children in multilingual and transnational families mobilise their multiple and developing linguistic repertoires creatively to assert their agency in language use and socialisation, and why these acts of agency are conducive to successful maintenance of the so-called “home”, “community” or “minority” language. Methodology: Close, qualitative analysis of mealtime multiparty conversations is carried…
Arabic complementary schools in England
Heritage language education is not included in the national curriculum in England and therefore formal learning and teaching of heritage languages is primarily achieved through complementary schools, which are part-time, community-led and linked to various ethnic and national backgrounds. This study focuses on Arabic complementary schools and explores educational practices for teaching Arabic. The study also explores how pupils and teachers conce…
Bilingualism and Identity
For any researcher, student or teacher working on language and identity in general, and on bilingualism and identity specifically this book is a mustread.Using the most up-to-date methods in collecting data, the writers have presented an unprecedented piece of work on the complex and often misunderstood relationship between language and identity.More precisely the book aims to shed light on how language choice in bilinguals reflects an aspect of …
Arabic complementary schools in England
Heritage language education is not included in the national curriculum in England and therefore formal learning and teaching of heritage languages is primarily achieved through complementary schools, which are part-time, community-led and linked to various ethnic and national backgrounds. This study focuses on Arabic complementary schools and explores educational practices for teaching Arabic. The study also explores how pupils and teachers conce…
Ba -SKY- a P with her each day at dinner’
The paper describes the transformational role technology plays in the management and transmission of heritage (minority) languages (HL) in two UK-based multilingual families. Data were collected in the form of a language background survey, parental interviews, and recordings of interactional events within the home. Findings suggest that parents use technology as a language management tool within the home domain to transmit their HL through enhanc…
Mothers’ Accounts of Attending to Educational and Everyday Needs of Their Children at Home during Covid-19
From March 2020 until July 2020, the UAE implemented mandatory distance learning due to COVID-19, which meant that children had to continue their learning remotely at home. Though schools concerted exemplary efforts to ensure that children received all that was necessary through advanced technology platforms and interfaces, the duty of ensuring that children continued to engage in successful learning fell solely on parents. This paper is based on…
Arabic Schools and the Promotion of Fundamental British Values
This article explores the positioning of a sample of Arabic complementary language schools in the context of the UK government’s discourse and promotion of so-called Fundamental British Values. While there is considerable social and political debate about radicalisation in Arab communities, teachers in the sample are deeply committed to a form of consensual diversity, both in their schools and their communities. They are also supportive of so-cal…
Grandparents as custodians of Arabic as a heritage language in the United Kingdom
The phenomenon of three-generation households is typical in many homes across the world, though perhaps less so in North America and Western Europe. When multigeneration families share the same physical space and take part in the same activities, the dynamics of parenting, eating, how time is spent and allocated, and relationships differ from families in which only parents and their children live together. One of the main (relevant) differences i…
Bilingualism and Identity
For any researcher, student or teacher working on language and identity in general, and on bilingualism and identity specifically this book is a mustread.Using the most up-to-date methods in collecting data, the writers have presented an unprecedented piece of work on the complex and often misunderstood relationship between language and identity.More precisely the book aims to shed light on how language choice in bilinguals reflects an aspect of …
“No, no Maama! Say ‘Shaatir ya Ouledee Shaatir ’!” Children’s agency in language use and socialisation
Aims and objectives: This paper investigates how children in multilingual and transnational families mobilise their multiple and developing linguistic repertoires creatively to assert their agency in language use and socialisation, and why these acts of agency are conducive to successful maintenance of the so-called “home”, “community” or “minority” language. Methodology: Close, qualitative analysis of mealtime multiparty conversations is carried…
Arabic complementary schools in England
Heritage language education is not included in the national curriculum in England and therefore formal learning and teaching of heritage languages is primarily achieved through complementary schools, which are part-time, community-led and linked to various ethnic and national backgrounds. This study focuses on Arabic complementary schools and explores educational practices for teaching Arabic. The study also explores how pupils and teachers conce…
Arabic Schools and the Promotion of Fundamental British Values
This article explores the positioning of a sample of Arabic complementary language schools in the context of the UK government’s discourse and promotion of so-called Fundamental British Values. While there is considerable social and political debate about radicalisation in Arab communities, teachers in the sample are deeply committed to a form of consensual diversity, both in their schools and their communities. They are also supportive of so-cal…
Arabic-English bilingual children’s early home literacy environments and parental language policies
The paper describes the role parental language ideology and the home literacy environment play in heritage language (HL) literacy learning of bilingual Arabic-English-speaking children in the UK. Information about the under-reported literacy practices of Arabic-English-speaking families will enhance current knowledge about HL literacy practices within the home. Data were collected over a period of 12 months in the form of language background surv…
Mothers’ Accounts of Attending to Educational and Everyday Needs of Their Children at Home during Covid-19
From March 2020 until July 2020, the UAE implemented mandatory distance learning due to COVID-19, which meant that children had to continue their learning remotely at home. Though schools concerted exemplary efforts to ensure that children received all that was necessary through advanced technology platforms and interfaces, the duty of ensuring that children continued to engage in successful learning fell solely on parents. This paper is based on…
Ba -SKY- a P with her each day at dinner’
The paper describes the transformational role technology plays in the management and transmission of heritage (minority) languages (HL) in two UK-based multilingual families. Data were collected in the form of a language background survey, parental interviews, and recordings of interactional events within the home. Findings suggest that parents use technology as a language management tool within the home domain to transmit their HL through enhanc…
Grandparents as custodians of Arabic as a heritage language in the United Kingdom
The phenomenon of three-generation households is typical in many homes across the world, though perhaps less so in North America and Western Europe. When multigeneration families share the same physical space and take part in the same activities, the dynamics of parenting, eating, how time is spent and allocated, and relationships differ from families in which only parents and their children live together. One of the main (relevant) differences i…
Introduction
Article Introduction: learning, re-learning, and un-learning language(s) in the multilingual family during COVID-19 lockdown was published on March 1, 2024 in the journal Multilingua (volume 43, issue 2)
UAE Bilingual children’s early linguistic environments
I'm Maitha! You're Abdalla, okay
Curating complexity
Digital technologies have transformed how transnational multilingual families learn and use their multiple and heritage languages (HL). This paper examines the everyday literacy practices of Arabic-speaking multilingual families in the UK. Using a linguistic and digital ethnographic approach, it explores how digital tools are adopted in the home and how they contribute to multilingual and multimodal literacy development. Data were generated throu…
Multilingual Education and Policy (9 works) · Linguistics (8 works) · Psychology (8 works) · Sociology (8 works) · Political science (7 works) · Pedagogy (6 works) · Arabic (5 works) · Language, Discourse, Communication Strategies (5 works) · Neuroscience of multilingualism (4 works) · Second Language Learning and Teaching (4 works)