English and Culture in Qatar: A State-of-the-Art Review of Linguistic and Educational Transformation (2014 – 2024)

The current article presents a state-of-the-art review of peer-reviewed research published between 2014 and 2024 on English language use and cultural transformation in Qatar, authored by scholars affiliated with Qatari institutions and indexed in the Scopus and Web of Science databases. The review synthesizes a decade of empirical research to examine the sociocultural implications of English language instruction, particularly its role in reshaping linguistic hierarchies, cultural identity, and educational policy. Eighteen empirical studies were selected for their focus on English education and its broader societal effects. Drawing on postcolonial and sociolinguistic frameworks, the review identifies six thematic clusters: (1) English, identity, and power dynamics in schools; (2) student perspectives on bilingualism and language policy; (3) English in higher education and the workplace; (4) informal and digital avenues of English learning; (5) challenges in Arabic–English translation, including metaphorical and rhetorical disparities; and (6) English hegemony and its impact on national identity. The findings reveal English’s dual function as both a medium of global mobility and a mechanism of cultural dominance, often at the expense of the epistemological and symbolic standing of Arabic. By explicitly linking linguistic practices to broader socio-political dynamics, this review contributes original insight into the ideological dimensions of English use in Qatar, offering practical implications for language policy, bilingual education, and cultural preservation in postcolonial settings.