BRIDGING ENGLISH LANGUAGE INSTRUCTION: PRESERVING QATARI CULTURAL IDENTITY IN SECONDARY SCHOOLS

Abstract

In Qatar, the increasing dominance of English as a medium of instruction in secondary schools presents a challenge to cultural identity preservation. While English proficiency is essential for global engagement, concerns arise regarding the erosion of Arabic and its associated cultural values. Understanding how educators navigate this balance is crucial for shaping educational policies that support both linguistic and cultural sustainability. How do secondary school teachers integrate Qatari cultural content into English language teaching? It aims to identify the challenges educators face and the strategies they employ to balance English proficiency with cultural preservation. The research adopts a qualitative approach, utilizing semi-structured interviews with secondary school teachers and document analysis of educational policies and materials. Findings reveal that while English instruction facilitates global engagement, it raises concerns about the marginalization of Arabic. Teachers employ various pedagogical approaches, such as embedding local history, literature, and bilingual teaching strategies, to reinforce cultural identity. However, institutional and curricular constraints limit the effectiveness of these efforts. This study underscores the need for structured professional development programs, culturally responsive curricula, and policy reforms to ensure that English instruction supports rather than displaces Qatari cultural identity. These findings contribute to broader discussions on language policy, globalization, and cultural sustainability in education, offering insights for policymakers, educators, and researchers.

Date of Award	2025
Original language	American English
Awarding Institution	HBKU College of Humanities and Social Science