Arabic Language Learning : If Diglossia is the Question, then What is the Answer?

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  • Arabic Language Learning: If Diglossia is the Question, then What is the Answer? (<Special Feature> Teaching and Learning Arabic)

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Most academic Arabic programs claim that they focus on communicative competence through teaching modern standard Arabic for all forms of interaction, including conversation, listening, negotiating, and other spoken discourse functions, as well as reading and writing. A false parallel with more-commonly taught languages has been accepted and elaborated under the misleading assumption that the standard spoken language is essentially the same as the standard written language. A key task for programmatic strengthening is to create a realistic, demanding, integrated curriculum that incorporates discourse competence in all respects, starting at basic levels, calibrating spoken and written competencies with each other, and with the demands of cultural literacy. This approach strengthens the intellectual framework of a curriculum by challenging the formalist traditions of Arabic language teaching and by expanding the realm of Arabic pedagogical practice to include a realistic range of situated discourses and texts. In this regard, three questions are raised: 1) how to justify and legitimate the study of vernacular Arabic in academic terms; 2) which regional vernacular to teach; are there forms of spoken Arabic that “travel better” than others; and 3) attention to cultural context and multiple Arabic literacies: how to structure a curriculum that gives adequate weight and value to both spoken and written discourse and to the social, cultural, and intellectual values of the Arabic discourse complex?

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