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Books on the topic 'Women – United Arab Emirates – Language'

Author: Grafiati

Published: 10 December 2022

Last updated: 31 July 2025

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1

Coombe, Christine, Lana Hiasat, and Georgia Daleure, eds. English Language and General Studies Education in the United Arab Emirates. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8888-1.

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2

Ḥammād, Aḥmad ʻAbd al-Raḥmān. al- Khaṣāʻis al-ṣawtīyah fī lahjat al-Imārāt al-ʻArabīyah: Dirāsah lughawīyah maydanīyah. Dār al-Maʻrifah al-Jāmiʻīyah, 1986.

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3

Begum, Rothna. "I already bought you": Abuse and exploitation of female migrant domestic workers in the United Arab Emirates. Human Rights Watch, 2014.

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4

Arab-Gulf States Seminar for Women on Population and the Family (Abū Ẓaby (United Arab Emirates) 1986). Report of the Arab-Gulf States Seminar for Women on Population and the Family: Abu Dhabi, United Arab Emirates, 2-5 May 1986. The Unit, 1986.

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5

Ghaflī, Mūzah Muḥammad. Taʼsīs al-jamʻīyāt al-nisāʼīyah fī Dawlat al-Imārāt al-ʻArabīyah al-Muttaḥidah, 1973-2001 M. Hayʼat al-Shāriqah lil-Wathāʼiq wa-al-Arshīf, 2021.

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6

UN. Commission on Human Rights. Special Rapporteur on Violence against Women, ed. Report of the Special Rapporteur on Violence against Women, Its Causes and Consequences, Radhika Coomaraswamy, submitted in accordance with Commission on Human Rights resolution 2002/52: Addendum. UN, 2003.

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7

1943-, Soeria Disastra, ed. Tirai bambu: Kumpulan puisi baru Tiongkok. Titian, 2006.

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8

Soffan, Linda Usra. Women of the United Arab Emirates. Taylor & Francis Group, 2016.

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9

Women of the United Arab Emirates. Taylor & Francis Group, 2018.

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10

Soffan, Linda Usra. Women of the United Arab Emirates. Taylor & Francis Group, 2016.

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11

Women of the United Arab Emirates. Taylor & Francis Group, 2016.

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12

The Women of the United Arab Emirates. Routledge, 2016. http://dx.doi.org/10.4324/9781315525211.

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13

Alsharhan, Ali Abdullaziz. Language in education in the United Arab Emirates: A sociolinguistic approach. 1988.

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14

Impact of Global English on Cultural Identities in the United Arab Emirates. Taylor & Francis Group, 2020.

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15

Impact of Global English on Cultural Identities in the United Arab Emirates: Wanted Not Welcome. Taylor & Francis Group, 2022.

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16

Hopkyns, Sarah. Impact of Global English on Cultural Identities in the United Arab Emirates: Wanted Not Welcome. Taylor & Francis Group, 2020.

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17

Hopkyns, Sarah. Impact of Global English on Cultural Identities in the United Arab Emirates: Wanted Not Welcome. Taylor & Francis Group, 2020.

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18

Hopkyns, Sarah. Impact of Global English on Cultural Identities in the United Arab Emirates: Wanted Not Welcome. Taylor & Francis Group, 2020.

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19

Harold, Barbara, Rashida Badri, and Lauren Stephenson. Leading Learning : Women Making a Difference: Women Making a Difference. BRILL, 2018.

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20

Leading Learning : Women Making a Difference: Women Making a Difference. BRILL, 2018.

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21

English Language and General Studies Education in the United Arab Emirates: Theoretical, Empirical and Practical Perspectives. Springer, 2023.

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22

Hiasat, Lana, Christine Coombe, and Georgia Daleure. English Language and General Studies Education in the United Arab Emirates: Theoretical, Empirical and Practical Perspectives. Springer Singapore Pte. Limited, 2022.

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23

Nation-Building, State and the Genderframing of Women's Rights in the United Arab Emirates, 1971-2009. Ithaca Press, 2012.

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24

Towndrow, Phillip. The role and utility of computer assisted language learning in English Language Teaching: A case study of the firstlevel English course at the United Arab Emirates University. 1996.

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25

Leadership and the Emirati Woman: Breaking the Glass Ceiling in the Arabian Gulf (International Economics). LIT Verlag, 2009.

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26

Krause, W. Women in Civil Society: The State, Islamism, and Networks in the UAE. Palgrave Macmillan Limited, 2008.

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27

Bristol-Rhys, Jane. Emirati Women: Generations of Change. Oxford University Press, 2016.

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28

Bristol-Rhys, Jane. Emirati Women: Generations of Change. C Hurst & Co Publishers Ltd, 2016.

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29

Bristol-Rhys, Jane. Emirati Women: Generations of Change. Oxford University Press, 2010.

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30

Outcomes and debated issues during the second conference of the Arab Women Organisation: [women in the concept and issues of human security Arab and international perspectives, Abu Dhabi, United Arab Emirates, 11-13 November 2008]. Arab Women Organisation, 2010.

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31

Burqalicious: The Dubai Diaries: A True Story of Sun, Sand, Sex and Secrecy. Skyhorse Publishing, 2012.

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32

Burqalicious: The Dubai Diaries: The True Story of Sun, Sand, Sex and Secrets. HarperCollins Publishers Australia, 2010.

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33

Burqalicious: The Dubai Diaries: A True Story of Sun, Sand, Sex, and Secrecy. Skyhorse Publishing Company, Incorporated, 2012.

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34

Krause, Wanda. Women in Civil Society. Palgrave Macmillan, 2008.

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35

Krause, W., and Wanda Krause. Women in Civil Society: The State, Islamism, and Networks in the Uae. Palgrave Macmillan, 2009.

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36

Dryland: One woman's swim to sobriety : a memoir. Grand Harbor Press, 2017.

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37

Essam Al, Tamimi, and Karrar-Lewsley Robert. 5 Dubai. Oxford University Press, 2014. http://dx.doi.org/10.1093/law/9780199655717.003.0006.

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The Dubai International Financial Centre (DIFC) is an English-language, common law jurisdiction in the heart of Dubai, United Arab Emirates (UAE). It has its own civil and commercial laws distinct from the rest of the UAE, and an English-style common law court system. The DIFC adheres to the New York Convention and has a modern arbitration law based on the United Nations Commission on International Trade Law (UNCITRAL) Model Law. It also hosts an international arbitration center, the DIFC-LCIA. This chapter begins with an overview of the DIFC and its legal system. It then reviews its arbitrati

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38

Yuksel, Dogan, Mehmet Altay, and Samantha Curle, eds. Multilingual and Translingual Practices in English-Medium Instruction. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350373273.

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English Medium Instruction (EMI) refers to the use of the English language to teach academic subjects where first language of the majority of the population is not English. One popular implementation of EMI, the Multilingual Model, would imply that some aspects (e.g. courses, sessions in some courses, and/or assessment) are taught through English, whereas the first language of the students is used in some other respects. This volume explores context-related ways in which the multilingual EMI model and translingual practices are seen and enacted in higher education contexts across the globe. Re

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39

Taibah, Nadia Jameel, and Margaret Read MacDonald. Folktales from the Arabian Peninsula. ABC-CLIO, LLC, 2015. http://dx.doi.org/10.5040/9798400652165.

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This unique and diverse selection of traditional folktales from the countries of the Arabian Peninsula appeals to a broad audience, ranging from storytellers and educators to folklorists and scholars. A unique compilation of stories, Folktales from the Arabian Peninsula includes tales from seven countries: Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, the United Arab Emirates, and Yemen. Coauthored by a renowned folklorist and a professor of education who recalls some of these poignant tales from her own childhood, the book opens with a discussion of the Arabian Peninsula that introduces each co

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40

Abdulla, Danah. Design Otherwise. Bloomsbury Publishing Plc, 2025. https://doi.org/10.5040/9781350295810.

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How can we study and teach design in a way that is critical, socially engaged and relevant to place?In this timely book, Danah Abdulla challenges us to imagine a design education and culture that moves beyond blindly borrowing Eurocentric models and frameworks. Drawing on learnings from work with design students, educators and designers in the Arab region, with a particular focus on Jordan and featuring examples from Lebanon, Egypt and the United Arab Emirates, Abdulla creates a dialogue with those who have most at stake in education to imagine how we can develop a collaborative, contextually

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