English and Culture in Qatar
A State-of-the-Art Review of Linguistic and Educational Transformation (2014 – 2024)
Bibliographic Data
| ID | 17820901 |
|---|---|
| Authors | Muhammad Athar Shah (0000-0001-5742-9068, University of Lusaka), Rim Chakraoui (0000-0001-7973-1487, University of Lusaka) |
| Year | 2026 |
| Volume | 13 |
| Issue | 3 |
| Pages | 112-133 |
| Publication date | 2026-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Ethnic and Cultural Studies (JOURNAL) |
| Journal identifiers | ISSN: 2149-1291 • E-ISSN: 2149-1291 |
| Publisher | Center for Ethnic and Cultural Studies (PUBLISHER) |
| DOI | 10.66815/ejecs/2650 |
| OpenAlex | W7160426829 |
| Language | EN |
| References cited | 30 |
The current article presents a state-of-the-art review of peer-reviewed research published between 2014 and 2024 on English language use and cultural transformation in Qatar, authored by scholars affiliated with Qatari institutions and indexed in the Scopus and Web of Science databases. The review synthesizes a decade of empirical research to examine the sociocultural implications of English language instruction, particularly its role in reshaping linguistic hierarchies, cultural identity, and educational policy. Eighteen empirical studies were selected for their focus on English education and its broader societal effects. Drawing on postcolonial and sociolinguistic frameworks, the review identifies six thematic clusters: (1) English, identity, and power dynamics in schools; (2) student perspectives on bilingualism and language policy; (3) English in higher education and the workplace; (4) informal and digital avenues of English learning; (5) challenges in Arabic–English translation, including metaphorical and rhetorical disparities; and (6) English hegemony and its impact on national identity. The findings reveal English’s dual function as both a medium of global mobility and a mechanism of cultural dominance, often at the expense of the epistemological and symbolic standing of Arabic. By explicitly linking linguistic practices to broader socio-political dynamics, this review contributes original insight into the ideological dimensions of English use in Qatar, offering practical implications for language policy, bilingual education, and cultural preservation in postcolonial settings
Empirical research · Focus (optics) · Foregrounding · Hegemony · Ideology · Rhetorical question · Sociocultural evolution · Sociolinguistics · Sociology of language · Symbolic power · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Second Language Learning and Teaching
Linguistic Anthropology
The PRISMA 2020 statement
Thematic Analysis
Fostering Independent Learning amongst English for Academic Purposes Students through Exploration of Digital Tools
Subtitling sensitive Arabic language for English audiences
Bullying in the Arab World
Perceptions and attitudes of Qatar University students regarding the utility of arabic and english in communication and education in Qatar
The British Council’s role in nourishing the English language teaching industry in the Gulf Cooperation Council region
The light belongs to Yves Saint Laurent
The Sociocultural Context of English Language Teaching in the Gulf
Internalized Orientalism
Metaphors of time across cultures
English, super-diversity, and identity in the State of Qatar
| Citation velocity | historical |
|---|---|
| Highly cited | No |