Faculty Of Languages Research Paper

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    CHAPTER FOUR ENGLISH LITERATURE OR LITERATURE IN ENGLISH: APPROPRIATING THE LANGUAGE OF THE COLONIZER
    (Cambridge Scholars Publishing, 2004) ELSHERIF, IKRAM A
    CHAPTER FOUR ENGLISH LITERATURE OR LITERATURE IN ENGLISH: APPROPRIATING THE LANGUAGE OF THE COLONIZER المؤلفون IKRAM A ELSHERIF تاريخ النشر 2014/10/16 مجلة Adventuring in the Englishes: Language and Literature in a Postcolonial Globalized World الصفحات 40 الناشر Cambridge Scholars Publishing الوصف In the early seventies, just before I entered my early teens, I received my first independently issued Egyptian passport. Before that time, I was appended to my mother’s passport as a minor. Proudly turning the pages of the passport, a document representing for me at the time a formal acknowledgement of my independence, I wanted to study every word in it. However, I was greatly surprised and somewhat annoyed that the textual part of the passport was written in Arabic and French. I was annoyed because my knowledge of French at the time was next to nil; and was surprised because I knew for a fact that almost all the Egyptian people I knew used English as their second language and that English was more widely used in Egypt than French. Contenting myself with the fact that at least I had the passport, I became resigned but was not really happy until a few years later I was able to read every word written in it. What stayed with me over the years, however, was my surprise and inability to understand why French and not English was used. The question was not momentous enough to be always on the surface of my conscious thoughts, but I came to realize that it was lurking in the back of my mind when in the early eighties I stumbled on and eagerly read an article in an Egyptian newspaper discussing the issue. The writer (the name of whom I cannot recall, just as I cannot vouch for the absolute validity of his argument) claimed that the revolutionary forces in Egypt, which had overthrown King Farouk and terminated British control over the country in the 1952 Revolution, sought to abolish everything related to British control and imperialism, not least …
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    CHAPTER THREE HEROES AND GODDESSES WITH A THOUSAND FACES: 1 DEMYSTIFICATION OF CULTURAL DIFFERENCE AND INSTRUCTIONAL APPREHENSIONS
    (Cambridge Scholars Publishing, 6/22/2016) AHMED ELSHERIF, IKRAM
    CHAPTER THREE HEROES AND GODDESSES WITH A THOUSAND FACES: 1 DEMYSTIFICATION OF CULTURAL DIFFERENCE AND INSTRUCTIONAL APPREHENSIONS المؤلفون IKRAM AHMED ELSHERIF تاريخ النشر 2016/6/22 مجلة Challenges and Channels: English Language and Literature at a Crossroads of Cultures الصفحات 77 الناشر Cambridge Scholars Publishing الوصف The study and teaching of literature can be a journey of adventure, a pleasant experience of exploration of meaning and value in which both teacher and student explore not only what the literary text and its writer may have to say, but also explore the different ways of seeing and understanding they themselves may bring into the reading of the text. These different ways of reading and seeing can be enriching for both the text and reader. Yet, every journey of exploration has its challenges; and the challenges of teaching English language and literatures in the Middle East and the Gulf countries are many. Teachers of English language and literature in this part of the world may have to contend with many obstacles. Students, especially those who are educated at government (public) schools, generally lack background knowledge and are mostly educated in an exam-oriented environment which does not often promote literary tastes and/or critical and analytical thinking. Significantly, too, the English language and its literature often stand suspect in the minds of many because of its association with colonialism and imperialism. This, however, is somewhat confusing and may appear to be, as Darius Krishnarajputs it,“blatant hypocrisy” because “one can see the pervasive consumption of British and American culture throughout… society”(53) 2.