Despite the perplexingly unique linguistic landscape of the Arabian Gulf states, it remains oppressively underrepresented in theory and empirical studies. Thus, it feels surreal to find some of the most intricate dynamics of Arabic and English in the region depicted in this scholarly work. Wyatt and El Gamal, through the pages of English as a Medium of Instruction on the Arabian Peninsula, provide a timely and niche contribution to the literature on the sociolinguistics of the Gulf by zooming in specifically on the phenomenon of English Medium Instruction (EMI) in higher education on the Arabian Peninsula.

Wyatt inaugurates this four‑part volume with a high‑level view of the diversity and multilingualism that characterize the Gulf, giving the reader a concise yet extremely well versed history lesson on the spread of English in the region. On the prevalence of EMI in higher education in the region, Wyatt does not mask the local rejection erupting from the sociopolitical history of the region and native‑speakerism. This introduction sets the tone for a collection of chapters that reflect concrete linguistic issues and practical implications.

These chapters unfold across four distinct parts that explore a series of interconnected themes: (1) the evolution of EMI policy and practice in the Gulf, (2) stakeholder perspectives of EMI, (3) the institutional implications of EMI pedagogy, and (4) the integration of EMI in the professional development of educators. These parts vary in length, with the first part encompassing four chapters, the second two, and the third and fourth containing three chapters each.

The first two parts reflect the undeniable significance of the Arabic‑English debate in the Gulf, evident through the issue of EMI versus Arabic Medium Instruction (AMI), making it into news headlines in Qatar (Chapter 4). This is deeply rooted in the resistance to Western hegemony, with Arabs viewing EMI as a tool that normalizes the large expatriate rate in the region (Badry and Willoughby Reference Badry and Willoughby2016) and glorifies English at the expense of Arabic (Chapter 6). Moreover, Alkhateeb et al. (Reference Alkhateeb, Hamad and Mustafawi2020) argue that ‘interest in the English language became “economic” rather than “scholarly”’ (3), an argument that has been thoroughly documented in this volume. The book charts the tension between the two thoughts: English for modernity and economic advancement and Arabic for sociocultural values and specificity.

The last two parts put forth practical recommendations that translate the issues described in the aforementioned chapters into actionable insights. Identified challenges primarily include the lack of a reading culture in the region (Chapter 9) alongside the disconnection between language instruction and specific disciplinary needs (Chapter 10). These chapters encapsulate solutions situated within language‑aware pedagogy, where disciplinary and academic literacy instruction are interwoven. Chapter 12 highlights the importance of content lecturers viewing themselves as instructors of language and disciplinary discourse (Airey Reference Airey2020), although this is often met with resistance from lecturers.

This book exceptionally provides a macroscopic examination of EMI as an issue that reflects the wider dichotomy between Arabic and English in the region (Macaro Reference Macaro2018; Siemund et al. Reference Siemund, Al–Issa and Leimgruber2021). It is not limited to pedagogical concerns but rather lends itself to the influence of this issue on the sociopolitical environment. For instance, Chapter 6 notes how EMI in the region can be perceived as a contributing factor to the perpetuation of linguistic imperialism (Phillipson Reference Phillipson1992), which inevitably, over time, evokes discrimination against non‑native speakers of English. This is seen through the historical preference for native speakers of English as English teachers in the Gulf region over the local population (Chapter 1), regardless of their level of competency.

Another commendable strength in this volume is the forward‑looking perspectives it introduces by discussing, for instance, the concept of agency in pedagogy and the windfalls of embracing translanguaging activities to blur the lines between the language used in everyday life and in the academic sphere (Chapter 5). Another powerful suggestion lies in the call to revise educational materials in Kuwait and Saudi Arabia to provide students with a more authentic experience, thus enhancing their intercultural competence in alignment with the governmental aspirations toward globalization (Chapter 8).

While deeply insightful and extraordinary in the weight of its contribution, a notable limitation is the absence of chapters dedicated to Bahrain or Oman, as opposed to the great focus on particularly the context of the United Arab Emirates. While the linguistic situation across the Gulf states is admittedly transferrable, with all countries sharing similar characteristics, a more holistic coverage would have added great nuance to this volume. Moreover, while it rightfully maintains a focus on EMI as a phenomenon, it arguably missed a great opportunity to discuss empirically the impact of EMI on the sociolinguistic identities of Arabian Gulf students. Additionally, while the importance of EMI is framed within the globalization macrotrend in multilingual societies, the volume at times presumes the inadequacy of AMI, especially for Science, Technology, Engineering and Mathematics (STEM). While English is undoubtedly recognized as the lingua franca of these disciplines, in the specific context of an Arab country, students should be entitled to pursue knowledge within these disciplinary fields without language being a barrier.

To this end, the obligation to strike a balance is stressed in Chapter 4, which laments the lack of alternatives presented to Emiratis in an educational system that ‘forces UAE nationals to study in an underdeveloped second language, and, in the process, offers them little choice to learn in their L1’ (Al–Bataineh Reference Al–Bataineh2021, 227). It is of utmost significance here to remind educational policymakers in the region that we have every incentive to design bilingual programs that comprehensively empower students in terms of both their first and second languages and their academic development (Mustafawi et al. Reference Mustafawi, Shaaban, Khwaileh and Ata2022).

Peter I. De Costa seals this volume with a masterfully written epilogue that details his personal account of the rich multilingualism and heteroglossia that characterize the region. As the book comes to an end, he notes that despite the breadth of challenges discussed in the chapters, there is an enhanced vision of the future that we can vividly picture with the call to develop bilingual educational programs (Chapters 3 and 4), to centralize content literacy (Chapters 10 and 11), and to focus on intercultural sensitivity (Chapters 7 and 8), amongst many other tangible suggestions that evoke a better tomorrow.

English as a Medium of Instruction on the Arabian Peninsula is an impactful read that reinforces the need to problematize linguistic phenomena in the Gulf region specifically, as a ground with rich soil to conduct linguistic research due to the intersection of factors such as postcolonialism, multilingualism, multiculturalism and socioeconomic disparity that make it so compelling to examine. While fascinating for anyone interested in the dynamics of language in multilingual societies or EMI as a phenomenon, it is particularly important and thought‑provoking for educators, policy makers and curriculum specialists in the Gulf region, due to its coordinated introduction of challenges and suggestions. I conclude this review with a final appreciation of the editors and contributing authors, for laying the foundation for much‑anticipated exploration efforts of the Gulf region in the time ahead.