Cruickshank, K. (2008). Arabic-English bilingualism in Australia. In J. Cummins and N.H. Hornberger (eds), Encyclopedia of Language and Education, 2nd Ed., Vol. 5: Bilingual Education, 281 -- 291. Springer Science & Business Media LLC.
Bilingualism, a sociolinguistic phenomenon growing out of language contact situations, is an object of fruitful study. Arabic-English bilingualism in New South Wales (NSW) was examined by Cruickshank (2008), focusing mostly on the issues related to the teaching of Arabic in community, Primary, and Secondary schools and language attitudes. Cruickshank ends with a prediction of further shifts from Arabic to English with through the impact of several factors on language attitudes toward Arabic as an immigrant language, such as segmentation of socioeconomic status "and the ethnic/language backgrounds of students," technological advances and the effect of international migration, and organizations and facilities being established "as the Arabic-speaking communities become more established" (288-290).
Beginning with a historical overview of the Arabic language in Austrailia, Cruickshank shows how Arabic became "the fourth main language spoken, after English, in Austrailia" after three waves of immigrants 1880 to 1975 brought Arabic speakers from a wide range of religions and a variety of Middle Eastern countries (281-82). Cruickshank describes the expected presence of a high and low register of Arabic: Modern Standard Arabic (MSA) as the formal register, and as the lower register, "the dialect for everyday communication," more precisely rendered as the two registers of "Fus-ha" (high) and "Ammya" (low) for the varieties of regional Arabic dialects (282; Haitham 2012). In the 1970's and 80's, the Australian government began to adopt a language policy toward indigenous and immigrant languages that promoted Arabic bilingual education, Saturday schools in Arabic, and even postsecondary Arabic language courses for credit (283). Yet, with the "economic...
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