Marnilla Metwaly
76-100 Z Prof. Mary Queen
Final Draft
05/12/2024
Starting university is a big change, and it can be pretty scary, especially for freshmen students at Carnegie Mellon University in Qatar (CMU-Q). Many of them come from different parts of the world, each bringing their own languages and cultures. That’s exciting, but it can also make things a bit intimidating. It’s normal to feel nervous or like you don’t belong, especially when you’re trying to figure out how to use English at school while speaking Arabic at home. It’s not easy to balance both, and that can make some students feel like they don’t belong anywhere. I designed my website to help students feel welcome and confident as they make this big transition. It’s not just about giving information; it’s about creating a space where students can share their stories, find helpful resources, and feel like they belong.
The idea behind the website is simple: many young people in the Gulf face challenges with language. At school, they are expected to use English, but at home, it’s all about Arabic. This back-and-forth can make them feel unsure about where they truly belong (Hillman, 2022; Hopkyns et al., 2021; Taha-Thomure, 2022). As described in The Multilingual Journey in the Gulf about navigating language and identity, these challenges often make students feel caught between two worlds, struggling to find a balance between using English and Arabic comfortably. I wanted to change that. Inspired by Blommaert and Varis (2015), who explain that people change how they act based on different social rules, called "micro-hegemonies," and try to show they have "enough" qualities to fit in, I created a place where it’s completely okay to mix languages. On the site, students can watch animated stories about characters like Mike and Riley, who have faced the same worries about belonging, but learned that it’s okay to be themselves. The highlight of stories to understand that you don’t need to be perfect in either language—what matters is that you can express yourself.
My website is easy to use on any device and uses calming blue colors to make students feel relaxed every time they open the website. There’s a section called “What Makes CMU-Q Special” that highlights the diversity of our community, and another section on “Linguistic Shame” that offers real-life stories and advice. I also added links to mental health resources, because I know how important it is to feel supported, especially during tough times. Everything on the site can be translated, making sure nobody feels left out. Most importantly, there’s a space where students can share their own experiences, which helps build a sense of community. My goal was simple: I want every new student to feel they belong here, to feel proud of who they are, and to be excited about what’s ahead at CMU-Q.
References
Blommaert, J., & Varis, P. (2015). Enough is enough: The heuristics of authenticity in superdiversity. In J. Blommaert & P. Varis (Eds.), Enoughness, accent and light communities: Essays on contemporary identities (pp. 4-14). Tilburg Papers in Culture Studies, 139. Tilburg University.
Hillman, S. (2022). Navigating identity and belonging as international branch campus students: The role of linguistic shame. In S. Hopkyns & W. Zoghbor (Eds.), Linguistic identities in the Arab Gulf states: Waves of change (pp. 215-230). Routledge.
Hopkyns, S., Zoghbor, W., & Hassall, P. J. (2021). The use of English and linguistic hybridity among Emirati millennials. World Englishes, 40, 176–190.
Taha-Thomure, H. (2022). No Mary Poppins in sight: Linguistic effects of the nanny culture on Gulf identities. In S. Hopkyns & W. Zoghbor (Eds), Linguistic identities in the Arab Gulf states: Waves of change (pp. 52-66).