Brahim earned a Ph.D. in Education under the Language, Literacy and Culture concentration at the University of Massachusetts-Amherst College of Education, and has M.A.s in Education and Teaching French. He received his B.A. in English Language and Literature, along with Arabic and French teaching certificates, in Morocco. In addition to language courses, he teaches Introduction to Linguistic Anthropology and Introduction to Arab Cultures.
Brahim’s research interests include Second Language Pedagogy, Bilingual Education, and Language, Culture and Identity. His dissertation explored non-native Arabic teachers’ experiences as learners of Arabic, teacher trainees, and classroom practitioners. Specifically, it uncovered their understanding of the interconnections between language and culture and their own positioning in their classrooms and their institutions.
Barron, I., Abdallah, G., Lala, E., & Oulbeid, B. (2021). Dispossession in occupied Palestine: Children’s focus group reflections on mental health. European Journal of Trauma & Dissociation, 6(2), 100236.
Oulbeid, B. (2018). Arabic language teaching in the US: Two Arabic language users views on culture and self-positioning as teachers. In M. T. Alhawary (Ed.). The Routledge handbook of Arabic second language acquisition (pp. 402-421). New York: Routledge.
Moustafa, S., & Oulbeid, B. (2016). Language and Muslim immigrant childhoods: Review of The politics of belonging, by García-Sánchez. Anthropology & Education Quarterly, 47(1), 105-107.
Oulbeid, B. (2008). Teaching and the struggle for democracy. In S. Nieto (Ed.), Dear Paulo: Letters from those who dare teach (pp. 180-181). Boulder, CO. Paradigm Publishers.
Work for CID:
Brahim Oulbeid has served as a reviewer of Arabic translations.