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Study Abroad in Egypt: Identity, Access, and Arabic Language Learning

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Study Abroad in Egypt: Identity, Access, and Arabic Language Learning STUDY ABROAD IN EGYPT: IDENTITY, ACCESS, AND ARABIC LANGUAGE LEARNING By Emma Gale Trentman A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Second Language Studies 2012 ABSTRACT STUDY ABROAD IN EGYPT: IDENTITY, ACCESS, AND ARABIC LANGUAGE LEARNING By Emma Gale Trentman Study abroad is often viewed as an ideal setting to improve target language proficiency due to opportunities for extensive contact with locals in the target language. However, research on study abroad demonstrates that this local contact and target language use can be quite limited, and that there is considerable variation in the linguistic outcomes of study abroad (Freed 1998; Kinginger, 2009). This study uses mixed methods to examine target language use and access to locals during study abroad in two different locations in Egypt: the Middlebury program at the University of Alexandria, and the study abroad and intensive Arabic programs at the American University in Cairo (AUC). Questionnaire, interview, and observation data were gathered from 54 Arabic learners, 10 Arabic teachers, and 13 Egyptian associates of the learners. The quantitative data demonstrate that while students in the Middlebury program used more Arabic on average than students studying at AUC, there is a great deal of individual variation within each program. Drawing upon identity theory (Norton & McKinney, 2011) and the qualitative data, I demonstrate how students' investment in Arabic related to their desired participation in an imagined community of study abroad to the Middle East. However, the reality of the communicative contexts they encountered abroad at times resulted in a mismatch with this imagined community, particularly regarding access to Egyptians and Arabic language use. Examining the ways in which students responded to this mismatch, particularly through the use of individual agency, sheds lights on the extensive variation in their access to locals and Arabic language use. Identity theory also provides crucial insights into the roles played by western foreigner, gender, and religious identities abroad. This study finds that particular identity categories (i.e westerner, female) can both help and hinder access to locals in the target language depending on how they are negotiated within the socio-historical context. Finally, the experiences of six case study students highlight the variety of experiences abroad as well as how these students were able (or unable) to negotiate their identities abroad in order to gain access to Egyptians and use Arabic. The results of this study have important implications for research on study abroad, identity theory, and study abroad program design. Copyright by EMMA GALE TRENTMAN 2012 DEDICATION إﻟﻰ اﻟﺸﻌﺐ اﻟﻤﺼﺮي وﻣﺼﺮ اﻟﺤﺮة v ACKNOWLEDGEMENTS There are many people without whom this dissertation would not have been possible. I would like to thank my advisor, Dr. Debra Friedman, for her support throughout the dissertation process. From my initial research plan, through the many modifications it underwent during fieldwork, to the analysis and writing of this dissertation, Debra provided the guidance and insights necessary to develop and complete this dissertation. I am especially grateful to her for allowing me to pursue a project that at times seemed unmanageable, for pushing me to be theoretically rigorous, and for helping me through. I would also like to thank the rest of my committee, Drs. Brahim Chakrani, Susan Gass, Senta Goertler, and Xiaoshi Li for their valuable comments and advice. My colleagues in the Second Language Studies program also provided a tremendous amount of guidance and support. In particular, I would like to thank Sara Hillman for always being there for me in person or on chat. In Alexandria, I would like to thank Dr. Nehad Heliel, Paul Wulfsburg, Shurouq Swaitti, and Elizabeth Huntley for facilitating my research with the Middlebury Program. In Cairo, I would like to thank Drs. Zeinab Taha, Jehan Allam, and Mahmoud Sami Mousa for supporting my research at AUC and Mariam Hamdy and Sameh Elmoghazy for conducting pilot Arabic interviews. This project would not have been possible without all of the participants in Cairo and Alexandria, and in particular the case study students (Meron, Mita, Jennifer, Thea, Isabelle, and Holly). I am truly grateful for their time and assistance. Alf Shokr! I would also like to acknowledge the financial assistance I received from the following sources to help me undertake this research: an MSU pre-dissertation fellowship, an MSU University Distinguished Fellowship, a CASA II fellowship, and a Fulbright-Hays DDRA grant. vi My parents, Ann and Henry Trentman, are the best there are, and I would like to thank them for always supporting me in following my dreams. Finally, I would like to thank my wonderful husband, Rashad Mahmood. His calming influence, love, and tasty meals were essential throughout the data collection and dissertation writing process. vii TABLE OF CONTENTS LIST OF TABLES.........................................................................................................................xii CHAPTER 1 INTRODUCTION AND LITERATURE REVIEW.......................................................................1 American Views of Study Abroad.......................................................................................1 The Changing Nature of Study Abroad...............................................................................2 Non-traditional Destinations and Critical Languages..........................................................3 Literature Review.................................................................................................................6 Linguistic Gains of Study Abroad...........................................................................6 Language Contact..................................................................................................10 Factors Affecting the Study Abroad Experience...................................................14 Cognitive processing..................................................................................15 Program duration.......................................................................................15 Language variety........................................................................................16 Proficiency.................................................................................................17 The classroom............................................................................................18 Internet and travel......................................................................................19 Living situation..........................................................................................21 Agency.......................................................................................................22 Identity.......................................................................................................23 Nationality......................................................................................24 Race and ethnicity..........................................................................27 Gender............................................................................................29 Research questions.............................................................................................................33 CHAPTER 2 THEORETICAL FRAMEWORK AND CONTEXT................................................................... 34 Theoretical Framework.....................................................................................................34 Identity...................................................................................................................35 Imagined Communities..........................................................................................36 Investment..............................................................................................................38 Power, Access, Agency, and Resistance................................................................39 Socio-historical Context.....................................................................................................41 Modern Egypt.........................................................................................................41 Egyptian Views of America...................................................................................42 Language Use in Egypt..........................................................................................45 Arabic in the United States.....................................................................................48 CHAPTER 3 METHOD......................................................................................................................................51 Settings...............................................................................................................................52 Sampling............................................................................................................................55 Role of the Researcher ......................................................................................................56 viii Instruments.........................................................................................................................59 Level 1: Survey and Interview...............................................................................59
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