الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 77
(4) Romanowski, M.; Alkhateeb, H. & Chaaban, Y. (2023): Problematizing constructive
alignment in higher education in gulf cooperation council countries, Teaching in Higher Education,
DOI: 10.1080/13562517.2023.2180729
Constructive alignment (CA) has developed into one of the most significant concepts in higher
education since its establishment in the late 1990s. CA is a powerful instrument for curriculum
design that aligns learning outcomes with teaching and learning activities and assessments to
enhance the quality of students’ learning. In this conceptual study, Foucault’s concept of
problematization is used as the theoretical framework to explain how and why CA has become a
powerful approach for curriculum design dominantly used in higher education worldwide. The
discussion focuses on three main blind spots of the CA: pedagogical hegemony, implementation
fidelity, and policy enactment. The study closes by offering concluding thoughts and identifying
new agendas for research.
(5) Alkhateeb,H.; Ellili, M. & Al-Lenjawi, B. (2023). Lessons the coronavirus pandemic has
taught us: one language is not enough, Asian Englishes,
https://doi.org/10.1080/13488678.2023.2174535
The rapid spread of the coronavirus has left national economies, educational systems, medical
sectors, and social spheres struggling with a new reality. This reality has led to a crisis in
multilingual communication, especially in the public health sector. This study describes the
communication approaches that took place among a diverse nurse workforce and diverse patient
groups during the COVID-19 pandemic in Qatar, which is one of the most culturally diverse
countries in the world. Specifically, through Q-methodology, this study examines the
communication strategies employed by nurses to communicate with South and Southeast Asian
patients, who are largely blue-collar migrant workers and constitute 63.2% of Qatar’s population.
The results indicate that patients were given voices, not through their native languages, but rather
through different means that included a form of pidgin Arabic, gestures and visual methods, and
repetition, mainly in English.
(6) Alkhateeb, H. & Bouherar, S. (2022): Sustainability and educational language policy in
Arab higher education: findings from Q research, Current Issues in Language Planning, 24(5), 573–
595. https://doi.org/10.1080/14664208.2022.2155925
This study examined whether institutions of higher education in the Arab world have adopted
approaches that promote linguistic sustainability. Specifically, we used Q methodology to explore
30 graduates’ perceptions of whether the educational language policies in force during their tertiary
education positively impacted their wellbeing after graduation. Based on their priorities, the
graduates sorted 29 statements that articulated some of the social, cultural and economic impacts
of their universities’ educational language policies. The results show that graduates took four
distinct positions, which were given labels representing their general sentiments: We deserved
better, We wanted more, It was enough but not everything and We cannot complain. This study
concludes that three main linguistic areas were neglected in these graduates’ tertiary studies:
language and identity, investment as a second language learning construct and parallellingualism.
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
