Dangke, a type of fresh soft cheese made of bovine and buffalo milk, is a traditional dairy product used in South Sulawesi, Indonesia. It is prepared from fresh milk using the conventional method, which easily destroys the quality. This study was conducted to assess whether using lactoperoxidase system and lysozyme as preservative agents could suppress the growth of bacteria in dangke. The pH value, total microbial count, and hardness of dangke were determined to measure the quality. Lactoperoxidase and lysozyme were purified from fresh bovine milk, and their purity was confirmed using SDS-PAGE. The combination of lactoperoxidase system and lysozyme was able to remarkably suppress the total microbial count in dangke from to log CFU/ml during 8 h of storage at room temperature. Preserving dangke in this enzyme combination affected its hardness, but there was no remarkable change in the pH value. Results of this study may provide knowledge to utilize a new method to preserve the quality of dangke.

Purpose – The purpose of this paper is to analyse the macro-factors and contextual variables surrounding the recent introduction of compulsory bilingual schooling in Abu Dhabi in the United Arab Emirates, in order to generate informed discussion, and in order for stakeholders to understand the sociocultural, linguistic and pedagogical issues involved. Design/methodology/approach – This paper is an analytic one which examines language-in-education in Abu Dhabi through a framework of the operational, situational and outcomes factors involved in bilingual education, as identified by Spolsky et al. and Beardsmore. Insights gained from international empirical research into bilingual education are applied to the Abu Dhabi context, and key questions about the specific model of bilingual education selected are posed for future local research to answer. Findings – The paper concludes that bilingual education is likely to confer linguistic, academic and socioeconomic benefits on future generations of Emirati school leavers. However, the acquisition of biliteracy is likely to be challenging because of the diglossic features of Arabic, as well as the linguistic distance between Arabic and English. Because of the ambiguity of international research findings with regard to the appropriate age to begin second language learning, as well as uncertainty about the merits of simultaneous versus sequential teaching of biliteracy, research must be undertaken in Abu Dhabi schools into the effects of bilingual education under conditions of early Arabic/English immersion. Originality/value – This paper is timely given the recent announcement of compulsory and universal bilingual state schooling from an early age in Abu Dhabi, and necessary given the dearth of discussion and research on language-in-education matters in the Arab world. While the paper is contextualised within the school system of Abu Dhabi, it has resonance for adjacent Gulf States and for the many expatriates from across the Middle East who teach and study in Abu Dhabi's schools.

This study investigates the linguistic landscape of eight culturally-responsive, translingual picture storybooks written by bilingual Arabic-English teacher candidates for young emergent bilingual children. Drawing on linguistic content analysis methodology, the study analyses the cross-linguistic challenges teacher candidates faced in creating translingual children’s story books for young Emirati children wherein Arabic and English are meshed, and examines the strategies they used to integrate the two linguistic systems. The study also examines what the storybooks convey, explicitly or implicitly, about culture and language in the UAE where the storybooks were created. The findings of the paper indicate that meshing Arabic and English is not a simple undertaking and that directionality, linguistic balance, page layout, name selections, environmental print and cultural content are impacted by this process of meshing. As prototypes, however, these storybooks have yielded valuable educational lessons.

This paper explores, through narrative inquiry, the acquisition and use of English as a lingua franca in the careers of three transnationally mobile managers in the global hotel and hospitality industry. The narratives presented here are interwoven with the context in which the multinational participants were situated at the time of the study: the United Arab Emirates (UAE) which is diversifying economically and socially in preparation for the post-fossil fuel era. In a country where the temporary immigrant population outumbers national citizens, participants’ situated language practices are explored through narratives of their multilingual and translingual repertoires, while focusing on English as a key resource for their self-initiated transnational mobility. These personal stories of the acquisition and use of English as a global language weave a linguacultural web that connects the Gulf region across global space, people, and time. Participants tell of the utility of English for their careers, their multilingual repertoires, and their enjoyment of their temporary working lives in the Emirates. Such voices are seldom heard in the literature.