English Literature in Qatari English Language Classrooms

Abstract

This thesis explores views of expatriate male Muslim Arab teachers in regards to the use of English literature, particularly graded English language readers, in the teaching of English as a second or foreign language in Qatari Independent (State) schools (Yrs 1-12). It adopts a phenomenological methodology in analysing the life experiences and perceptions of Arab Muslim English language teachers in Qatar and other Middle Eastern nations. It finds that these teachers have a dual responsibility in supporting local Muslim cultural and religious values while utilizing best practice in using English literature to support English language acquisition. Specific research literature about the impact of western ideas reflected in literature used in ESL programs in Arab Muslim countries is limited. But this thesis takes the funnel approach to research, identifying the research of parallel issues in parallel contexts, and thus providing a broad background to the topic. The discussion is complex, by virtue of the range of views that those bearing the name Muslim can and do espouse, and by the range of subjects, values and worldviews represented in the literature of the English language. Nevertheless, the issue is significant as the event which provided the catalyst for this research demonstrated. The event was a parent/teacher interview at a state high school in Doha, Qatar, where the father of a Year 10 student asked his expatriate Arab teacher of English, "Why is my son reading Western (English) literature in his English class?" This parent objected to the possibility that his son was being exposed to literature reflecting Western values and ideas, which can be offensive to Muslim parents and educators. This research therefore provides a valuable contribution to an important discussion in international education.