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Petra Zrníková and Mária Bujalková

: Cambridge University Press. LUND, R. (1990). A taxonomy for teaching second language listening. Foreign Language Annals , 23(1), 105-115. Available at: MILOSAVLJEVIĆ, N. et al. (2015). Learning Medical English: A Prerequisite for Successful Academic and Professional Education ЈЕЗИК МЕДИЦИНЕ / LANGUAGE OF MEDICINE , Srp Arh Celok Lek., Mar-Apr, 143(3-4), 237-240. DOI: 10.2298/SARH1504237M MILOSAVLJEVIĆ, N. (2008). Interrelationship between learning English language and students’ medical education. Srp

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Adriana Wiegerová

CD ROMs for Pre-Primary English Courses in the Czech Republic and Slovakia. Language, Literature and Culture in Education , 4(2), pp. 3-23. POPE, C., ZIELBAD, S., & MAYS, N. (2000). Qualitative research in health care: Analysing qualitative data. British Medical Journal , 320(7227), 114-116. SIMPLICIO, J. (2012). The university culture. Education , 133(2), 336-339. ŠEĎOVÁ, K., ŠVAŘÍČEK, R., SEDLÁČKOVÁ, J., ČEJKOVÁ, I., ŠMARDOVÁ, A., NOVOTNÝ, P., & ZOUNEK, J. (2016). Pojetí výuky a profesní identita začínajících vysokoškolských učitelů. Studia

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Tomasz Kamusella

. When an Arab professional (for instance, an engineer or a medical doctor), instead of switching to English or French, discusses a technical issue, he (almost invariably a male) infuses the local vernacular with foreign words, usually drawn from French in Algeria or from English in Qatar. Anonymous Reader 1 rightly points out that this example is simplistic and some readers could even see it as “abusive.” Obviously, there are many female professionals (or women with university-level education) in Arab countries. However, there are disproportionately more male