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This volume offers insights into the role of private supplementary
tutoring in the Middle East, and its far-reaching implications for
social structures and mainstream education. Around the world,
increasing numbers of children receive private tutoring to
supplement their schooling. In much of the academic literature this
is called shadow education because the content of tutoring commonly
mimics that of schooling: as the curriculum changes in the schools,
so it changes in the shadow. While much research and policy
attention has focused on private tutoring in East Asia and some
other world regions, less attention has been given to the topic in
the Middle East. Drawing on both Arabic-language and
English-language literature, this study commences with the global
picture before comparing patterns within and among 12
Arabic-speaking countries of the Middle East. It presents the
educational and cultural commonalities amongst these countries,
examines the drivers of demand and supply of shadow education, and
considers the dynamics of tutoring and how it impacts on education
in schools. In addition to its pertinence within the Middle East
itself, the book will be of considerable interest to academics and
education policy makers broadly concerned with changing roles of
the state and private sectors in education. The Open Access version
of this book, available at www.taylorfrancis.com, has been made
available under a Creative Commons Attribution-Non Commercial-No
Derivatives 4.0 license.
This book focuses on private tutoring (sometimes also known as
“shadow education”), an important but neglected topic in
applied linguistics and language education research. Private
tutoring has become a popular out-of-school learning activity
worldwide. While its scope and definition are expanding, private
tutoring commonly refers to the “paid service students used to
supplement their learning of academic subjects at school outside
school hours” (Yung, 2019). Around the world, English
language is one of the most popularly enrolled subjects in private
tutoring, including both English as a first language and English as
an additional language (EAL). Despite its popularity and
implications for theories, practices, and policies, research on
English private tutoring is still in its infancy. This book aims to
provide an international perspective on the interface between
applied linguistics and comparative education and open up an agenda
for discussion in theories, practices, and policies in English
language teaching (ELT). It will be of interest to students,
scholars, and policy-makers in these and related areas.
Study abroad is now both an international industry and an
experience that can have a deep impact on students' linguistic,
cultural and personal development. This book explores 'the social
turn' in the fields of study abroad and language learning
strategies. The longitudinal qualitative study reported in this
volume investigates the international educational experiences of
Arab university students from diverse countries (Iraq, Libya,
Jordan, Saudi Arabia, Syria and the United Arab Emirates) and
represents one of the few empirical studies to capture an in-depth
understanding of the study abroad experiences of newly-arrived
international students in higher education. Particular attention is
paid to their changing learning goals, underlying motivations and
strategy uses during their attendance on both short and long
academic programmes in a study abroad context. It also examines
their past language learning experiences in their homelands
retrospectively. Readers will gain a better understanding of
international students' study abroad experiences in terms of their
expectations, aspirations, diverse difficulties and the strategies
they deploy to deal with these difficulties.
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