Cultural Identity and Transliteration in the UAE Educational Curriculum

Abstract

This thesis examines whether transliteration is the most appropriate strategy to preserve Emirati cultural identity when local cultural elements are transferred into English in educational curricula. Cultural elements require more attention through translation to establish intercultural communication. To this end, the thesis reviews four case studies that are relevant to its topic. This is further supported by data collected through a survey about transliteration and the National Studies curriculum for public and private schools in the United Arab Emirates education system. The case studies and the survey results overall support the use of transliteration of cultural terms to support the preservation of cultural identity, particularly in the education sector.