Teaching Arabic as a Heritage Language

✍ Scribed by Rasha ElHawari

• Publisher: Routledge
• Year: 2020
• Tongue: English
• Leaves: 127
• Category: Library

✦ Synopsis

Teaching Arabic as a Heritage Language is a practical guide to Arabic pedagogy for Heritage Learners of Arabic.

Exploring the teaching of Arabic as a foreign language (TAFL) in North America and Europe, it covers sociocultural topics such as diglossia and religion alongside theoretical approaches to Heritage Language Learning. It also provides a new and detailed definition of the heritage language learner (HLL) of Arabic. The role of the professor and the material are explored to ensure a successful learning experience. The latest advances in HLL are considered together with the recent and recommended changes in classroom practice, giving rise to the recognition of the individual needs of heritage learners.

This is an indispensable resource for instructors, researchers, and students in the fields of TAFL and TASOL, as well as linguists interested in Arabic language learning and teaching.

✦ Table of Contents

Cover
Half Title
Title Page
Copyright Page
Table of Contents
List of illustrations
Preface
Acknowledgments
List of abbreviations in alphabetical order
Introduction
Readership
Part 1 Arabic as a heritage language
Chapter 1 What is a heritage language?
1.0 Introduction
1.1 A definition of heritage language
1.1.1 Indigenous heritage languages
1.1.2 Colonial heritage languages
1.1.3 Immigrant heritage languages
1.1.4 Ancestral heritage languages
1.1.5 Minority languages – Canada
1.2 Heritage languages and language policy in the United States
1.2.1 Heritage languages in the United States – Spanish
1.2.2 Heritage languages in the United States – American-born Africans
1.3 Heritage languages and language policy in Canada
1.3.1 Heritage languages in the United States and Canada – Arabic
1.4 Heritage languages in Europe
Notes
Bibliography
Additional References
Chapter 2 Arabic language(s) in the Arab World
2.0 Introduction
2.1 Arabic: A Semitic language
2.2 Diglossia
2.3 Levels of Arabic and Arabic usage
2.4 Arabic dialects
2.5 Arabic in the Arab World
2.6 Arabic language in Israel: A special status
2.7 Minority languages in the Arab World
Notes
Bibliography
Additional References
Chapter 3 Arabic beyond the Arab World
3.0 Introduction
3.1 Arabic and religion
3.2 Arabic language and Muslim/non-Arab communities
3.2.1 Arabic in Africa: Nigeria
3.2.2 Arabic in Asia: Indonesia
3.3 Arabic language and non-Muslim/non-Arab communities
3.3.1 Arabic in Malta: Semitic meets Romance
3.3.2 Arabic in Ethiopia
3.4 Arabic in immigrant communities
3.4.1 Arabic immigrant communities in North America
3.4.2 Arabic immigrant communities in Europe: Denmark
3.5 Arabic as a language in the West
3.5.1 Arabic words in English in recent times
3.5.2 Arabic proper names in the West
Notes
Bibliography
Additional References
Part 2 Heritage language learning pedagogy
Chapter 4 Heritage language learners and assessment of Arabic language proficiency
4.0 Introduction
4.1 Standard proficiency tests
4.2 American Council of Teaching Foreign Languages
4.3 Common European Framework of Reference for Languages (CEFR)
4.4 Other Arabic proficiency tests
4.4.1 The Interagency Language Roundtable Test (ILR)
4.4.2 Al-Arabiyya Test
4.5 Proficiency tests and the heritage language learner
4.6 Language placement and the heritage language learner
Notes
Bibliography
Additional References
Chapter 5 The heritage language learner of Arabic
5.0 Introduction
5.1 The language learner of Arabic
5.2 Defining the heritage language learner of Arabic
5.2.1 Two different subgroups of HLLs of Arabic: G-HLL and M-HLL
5.3 Family and the heritage language learner
5.4 Understanding different levels of the HLL
5.4.1 G-HLL beginner dialect, beginner MSA
5.4.2 G-HLL intermediate dialect, beginner MSA
5.4.3 G-HLL advanced dialect speaker, beginner MSA
5.4.4 M-HLL, writes Arabic script
Notes
Bibliography
Additional References
Chapter 6 The heritage language learner and the Arabic language classroom
6.0 Introduction
6.1 The language professor and the HLL
6.2 Classroom diversity and Arabic language learning strategies
6.3 The HLL and non-HLL in the classroom
6.3.1 The HLL and Arabic varieties in the classroom
6.4 The HLL and knowledge of Arabic language and culture
6.5 The HLL and the Arabic coursebook
6.6 University undergraduate curricula
6.6.1 Description of an Arabic program
6.6.2 Curriculum changes and administration
6.7 Study-abroad programs and the HLL
6.8 The heritage language learner of Arabic: A summary
Bibliography
Additional References
Index