Re-thinking the Future of the English Preparatory Program in the Context of Higher Education in Kuwait

Abstract

This paper examines the complex role of English within the context of Kuwait's higher education. The role of English as a mediator between Kuwait and the Western world has catalyzed the rise of institutions offering 'American-style' education across the region, leading to the proliferation of courses delivered in English as a Medium of Instruction (EMI). Such institutions have adopted a monolingual policy with the intention of enhancing students' career opportunities through proficiency in English. At the same time, an 'English only' discourse seems to negatively affect local knowledge, language, and culture, leading to their marginalization. This study highlights the tensions between the global appeal of English for job market readiness and the local cultural and linguistic realities that are marginalized by an English-medium instructional policy. The article sets out to examine the dominant monolingual discourse at the English Preparatory Program (EPP) at one university in Kuwait, henceforth referred to as 'the university' . The study identifies several concerns, including the impact of globalization in promoting the misguided belief in English as the sole avenue to success, the cultural and linguistic disconnect in the curriculum, and the inadequacy of westernized teaching approaches. By drawing on theories of postmodernism and postcolonialism, this paper proposes strategies to disrupt colonial and neo-colonial frameworks within the EPP and suggests a more balanced approach to English language teaching that values both global and local perspectives.