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It focused on the four public and public charter school programs to better understand student demographics, program structure, teacher feedback, and parental motivations.
This mixed methods study explored the four existing programs at the time of data collection, aiming to understand their characteristics within the broader context of DLI programs in the country. Despite Arabic being the fastest-growing language in the U.S. and the fifth most spoken globally, there has been limited growth in Arabic DLI programs compared to those in other languages, and the concentration of these programs does not align with the distribution of Arabic-speaking populations across the country. At the time of the study, the United States hosted only four Arabic DLI programs in public/charter schools, and the reasons for the limited expansion of such programs differ. This study examined findings derived from surveys and interviews with teachers, parents, and administrators, providing insights into the challenges and opportunities within these programs.
Quantitative findings:
Qualitative findings can be found in Chapter 9 of this book:
Arabic DLI teachers identified a major gap. While they were using content from their school curriculum—such as math, science or any other academic area— and adapting it to Arabic, they had no language goals to follow when it came to Arabic language arts. QFI assembled a team of teachers to produce guidance on Arabic language arts in the Arabic DLI classrooms. The Can Dos below are aligned to the ACTFL Proficiency Guidelines. Every Arabic DLI program may look different and employ a different model. These Can Dos can be adapted according to your school’s model.
