Insights from the Oxford/QFI Forum on teaching Arabic in School

This was the atmosphere at the Oxford/QFI Forum on 'Research to Practice: Teaching Arabic in Schools.' Over the course of two dynamic days, a diverse group of educators, researchers, and policymakers came together with a unified goal: to advance Arabic language education in schools and higher education settings. Here, I share the insights and experiences that made this forum a pivotal moment in the journey toward educational excellence.

Before the forum, participants were invited to reflect on key areas needing improvement in Arabic language education by answering a series of thought-provoking questions. Academic researchers from the University of Oxford analyzed these responses to pinpoint critical needs. This preparatory exercise set the stage for in-depth discussions and prioritization during the forum.

The forum began with a surprising revelation: despite the abundance of research on speaking skills in Arabic language education, there remains significant room for improvement in this area. Dr. Carine Allaf, QFI's Senior Research Director, emphasized the importance of teaching educators to become researchers, sparking my interest in planning professional learning communities focused on exploring and translating research into practice.

Discussed areas that need improvement

The first day’s collaborative efforts involved ranking the top areas of improvement from most to least critical, culminating in the identification of the ten highest priorities for enhancing Arabic language education.

• These included enhancing professional development for Arabic language teachers, designing reliable and inclusive assessments for diverse learners, and developing effective multiglossic teaching strategies.
• Ensuring differentiated instruction to cater to varying levels within the same classroom was also prioritized, alongside promoting a positive sense of identity among heritage learners.
• Identifying strategies to improve proficiency in different language skills, motivating students to use Arabic both inside and outside the classroom, and evaluating the effectiveness of available teaching resources were deemed crucial.
• Additionally, understanding societal perceptions of Arabic’s value and encouraging learners to choose Arabic over other foreign languages rounded out the top priorities.

On the second day, we delved into the specifics of each identified area, leaving the forum with a clear understanding of where to focus our efforts.

It also underscored the importance of integrating research into practice, encouraging educators to explore academic articles and apply findings in their teaching.

New areas to address in your educational setting

I left the forum with a plan to focus on three research areas that I want to address in my educational setting: multiglossia, early-stage reading, and language acquisition through Project-Based Language Learning (PBLL):

1. Multiglossia - use of Modern Standard Arabic and colloquial dialects

Multiglossia in Arabic language education involves the use of both Modern Standard Arabic (MSA) and various colloquial dialects. This approach addresses the diverse linguistic landscape of the Arabic-speaking world, where MSA is used for formal writing and speech, and colloquial dialects are used in everyday communication. A practical multiglossic approach balances formal instruction in MSA with exposure to different dialects, enhancing cultural competence and real-world communication skills. Although challenging to implement due to varying proficiency levels and regional preferences, this method prepares students for practical use of Arabic and fosters a deeper understanding of its cultural and linguistic richness. This topic has always sparked significant debate as educators have different opinions about it. Should we teach using MSA or colloquial language? And if colloquial, which dialect should we choose?

In my personal experience as an educator and as a parent raising children in the United States who are learning MSA, I've found that balancing MSA with colloquial language is essential. While MSA is crucial for writing and reading, colloquial language reflects real-world speaking practices. Students should be exposed to various dialects to enhance their speaking skills and cultural understanding.

2. The importance of early literacy for academic success

Emphasizing early literacy is crucial for long-term academic success. Early literacy skills are not only essential for reading fluency but also for overall cognitive development and critical thinking. Research aims to enhance early literacy programs by identifying the best methods for teaching these foundational skills. Focusing on early literacy helps create a more equitable learning environment. It ensures that all students, regardless of their background or learning style, have the opportunity to succeed. This proactive approach promotes a love for reading and learning, setting students up for academic success throughout their educational journey and beyond.

3. Project based language learning

Project-Based Language Learning (PBLL) has always been my area of interest due to its transformative impact on student engagement and learning outcomes. This approach centers around the idea that students learn more effectively when they have a clear purpose and tangible goals. By engaging in meaningful projects, students are able to connect their language learning to real-world contexts, which significantly enhances their motivation and retention. One of the key benefits of PBLL is that it fosters intrinsic motivation. When students work on projects that interest them and see the practical application of their language skills, they are more likely to be enthusiastic and committed to their learning. This intrinsic motivation is crucial for sustaining long-term language acquisition and overcoming the challenges that often accompany learning a new language.

Additionally, as students successfully complete projects, their self-efficacy increases. They gain confidence in their abilities, which further motivates them to take on new challenges and persist in their learning efforts. Engaging in projects also provides students with ample opportunities to use the language in authentic and practical ways. Whether they are conducting research, collaborating with peers, or presenting their findings, students are constantly using the language in meaningful contexts. This practical application helps to solidify their understanding and improve their proficiency in a way that traditional rote learning cannot match.

The Oxford/QFI Forum was a pivotal gathering that illuminated numerous opportunities for enhancing Arabic language education. By addressing the various challenges and embracing innovative approaches, we can pave the way for a brighter future for Arabic language learners. Let us continue to collaborate, share best practices, and inspire transformative change in education for the benefit of all.