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Teaching and Learning Arabic as a Foreign Language
1- What is your understanding of the situation of Arabic language teaching in the United States in terms of demand & growth?
In the United States, there is a strong case that Arabic teaching is gaining traction and maturing as a vocation. Arabic classes in colleges and universities showed a staggering 92.5 percent increase in enrollment from 5,505 in 1998 to 10,584 in 2002 (Al-Batal & Belnap, 2006; Ryding, 2006). In 2016, enrollment in Arabic classes increased by 51.5% (Looney & Lusin, 2019). According to the Modern Language Association (MLA), the number of American students enrolling in Arabic programs is likely to rise for various reasons, including the United States direct military involvement in the Middle East. Many institutions have expanded or introduced full-fledged Arabic programs to their curricula, and several universities have developed new summer programs in the Arab world. Therefore, based on this understanding, it is obvious that there is an increase in demand for the Arabic language, and as such, the teaching of the same in the USA is increasing.
2- Define diglossia, and what are some functions that each of the H and L varieties serves?
Diglossia is a relatively stable language existing in addition to the primary dialect of the language. It is a divergent, highly codified superposed variety. It is a vehicle of a large and respected body of written literature, either from an earlier period or another speech community. It is learned largely through formal education and is used for most written and formal communication (Ferguson, 1959). The usage of H and L varieties of a language is dependent on the nature and context of the functions; for example, in formal and public functions, e.g., sermon, school, official letters, the H variety is used, while in conversations between friends, in folk stories, the L variety is used.
3- What are some effective strategies for improving fluency?
The first step is the use of audiolingual approaches which emphasize oral proficiency. In keeping with Krashens (1991) comprehensible input theory, Day and Bamford (2002) proposed a set of 10 criteria for extensive reading in the L2. At least part of the motivation for assigning substantial reading is to assist students in developing fluency and appreciation for reading in a second language. The following is a list of the items on the list (Ryding & Allen, 2013): 1) The reading materials should be simple to understand. For unassisted understanding, students should be able to grasp 98 percent of the words in a fiction novel. 2) There must be a wide range of reading materials available on various themes. 3) Students should read whatever they wish. 4) Students read as much as they can. 5) Reading is frequently done for enjoyment, knowledge, or a better grasp of anything. 6) Reading is a reward in and of itself. 7) Faster...…Reading)?
Different levels of concentration, effort, motor abilities, memory recall, and awareness are required for comprehension through the four learning modes. Reading and listening are receptive skills that are based on comprehension. Speaking and writing are productive talents based on the expression. The most difficult talent to master is spontaneous speaking, which requires the generation of precise and context-appropriate language. Under time constraints, listening necessitates fast recognition of target language vocabulary and structure. Writing necessitates productive abilities, giving students time to compose material carefully. Reading has long been thought to be the easiest, as it allows students to read a text, ponder its meaning, and use dictionaries if necessary.
8- What are some challenges of giving corrective feedback? And what are your preferred strategies for doing so in your language classroom?
Corrective feedback is confounded with the challenges of ensuring caution and discretion. These two challenges must reflect both the learners benefit and self-consciousness and the purpose of providing high-quality language training. Despite these challenges, corrective feedback is essential and thus must be done appropriately. Some of the strategies available are; 1) requesting that they or someone else do the same thing. 2) Ask the whole class to repeat if the situation permits. 3) Considering the teachers moral responsibility to correct faults and ensuring that this is done with care so that the student feels as if I am there to hold their hand until they can walk on their own,…
References
Al-Batal, M., & Belnap, R. K. (2006). The teaching and learning of Arabic in the United States: Realities, needs, and future directions. Handbook for Arabic language teaching professionals, 389-399.
Day, R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Center for Language & Technology.
Ferguson, C. A. (1959). Diglossia. Word, 15(2), 325-340.
Goh, C. C. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28(1), 55-75.
Krashen, S. D. (1991). Bilingual education: A focus on current research. National Clearinghouse for Bilingual Education, Washington DC.
Looney, D., & Lusin, N. (2019, June). Enrollments in languages other than English in United States institutions of higher education, Summer 2016 and Fall 2016. In Modern language association. Modern Language Association. 26 Broadway 3rd Floor, New York, NY 10004-1789.
Oakhill, J., Cain, K., & Elbro, C. (2014). Understanding and teaching reading comprehension: A handbook. Routledge.
Ryding, K. C. (2006). Teaching Arabic in the United States. Handbook for Arabic language teaching professionals in the 21st century, 13-20.
Ryding, K. C., & Allen, R. (2013). Teaching and learning Arabic as a foreign language: A guide for teachers. Georgetown University Press.
Yousaf, M., Umar, H., & Habib, A. (2017). Communicative Language Teaching (CLT), Role of Grammar and Teachers’ Beliefs. Journal of Research in Social Sciences, 5(1), 116.
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