Transferring Cultural Attitudes: Do Parents’ Views on Western Culture Shape EFL Learning of Arab Users of English in Qatar

Abstract

This study investigated how Arab parents in Qatar view the cultural content in English and how their views influence adolescents’ EFL learning. Using a mixed-methods approach, the research surveyed 30 Arab parents and 30 of their adolescents (ages 14-17), followed by semi-structured interviews with five parent-adolescent pairs. Quantitative results showed that parents support English’s academic value, yet worry about Western content in media and curricula. Interviews were thematically analyzed, and the results showed that parents often act as cultural gatekeepers. They encourage their adolescents’ English language learning, yet selectively filter content to protect religious and cultural values. Adolescents’ responses varied; some adhered to parental guidance, while others took on a more autonomous use of English outside the home, essentially navigating a bilingual identity. The study highlights how language learning is instilled in family dynamics and social norms. It also demonstrates how ambition and cultural caution coexist in conservative settings. These findings suggest that EFL learning in Qatar is often a culturally negotiated process influenced by intergenerational dialogue and local norms. The study stresses the need for culturally responsive approaches to English education in non-Western conservative settings; one that acknowledges how families reconcile language and culture while supporting learners’ linguistic development.