Acceso usuarios
Rasha Soliman, Saussan Khalil
This paper provides an overview of UK Arabic language teaching in supplementary and mainstream schools from available research papers and provides a synopsis of recent developments in supporting Arabic teaching at school level and pathways to Higher Education. The largest study cited is the 2016 research collaboration between the British Council, the Universities of Leeds, Edinburgh, Goldsmiths, and London, and Alcantara Communications [Snowden et al. (2016. Teaching Arabic as a Foreign Language in the UK – Strand 1 Research: How Arabic is Being Taught in Schools. London: British Council)], exploring current teaching techniques, teachers’ perceptions of diglossia and variation in Arabic, and these are incorporated when designing teaching activities and materials. With surveys, interviews and lesson observations, Snowden et al. show teachers believe in the importance of communication as a learning aim and are familiar with the communicative approach but many base learning activities on traditional writing tasks and less on listening and speaking. It shows that Arabic diglossia remains a challenge with teachers stating that learning dialects is important, yet they struggle to find appropriate approaches and materials for it. This paper presents challenges faced by Arabic teachers including foundational teacher training, continuous professional development and material design, concluding with recent developments in supporting teaching Arabic as a community language and recommendations for addressing current challenges.
