This paper addresses key questions in the teaching and learning of Arabic as a foreign language, with a focus on the United States context. Topics covered include the rapid growth in Arabic language enrollment at American universities, the concept of diglossia and its H and L varieties, strategies for developing fluency through extensive reading and audiolingual approaches, how learners acquire receptive skills differently in reading and listening, vocabulary instruction techniques, the role of grammar in Communicative Language Teaching (CLT), comprehension across the four language modalities, and the challenges and strategies associated with providing corrective feedback in the language classroom.
In the United States, there is a strong case that Arabic teaching is gaining traction and maturing as a vocation. Arabic classes in colleges and universities showed a staggering 92.5 percent increase in enrollment — from 5,505 in 1998 to 10,584 in 2002 (Al-Batal & Belnap, 2006; Ryding, 2006). In 2016, enrollment in Arabic classes increased by a further 51.5% (Looney & Lusin, 2019). According to the Modern Language Association (MLA), the number of American students enrolling in Arabic programs is likely to continue rising for various reasons, including the United States' direct military involvement in the Middle East. Many institutions have expanded or introduced full-fledged Arabic programs into their curricula, and several universities have developed new summer programs in the Arab world. Based on these trends, it is clear that demand for Arabic language instruction in the USA is growing substantially.
Diglossia is a relatively stable language situation in which a secondary, highly codified variety exists alongside the primary spoken dialect of a language. It is a superposed variety serving as the vehicle for a large and respected body of written literature, either from an earlier period or from another speech community. This variety is learned largely through formal education and is used for most written and formal communication (Ferguson, 1959).
The use of the H (high) and L (low) varieties depends on the nature and context of the communicative function. In formal and public settings — such as sermons, school instruction, and official correspondence — the H variety is used. In informal settings, such as conversations between friends or the telling of folk stories, the L variety is used.
One effective first step is the use of audiolingual approaches, which emphasize oral proficiency. In keeping with Krashen's (1991) comprehensible input theory, Day and Bamford (2002) proposed a set of ten criteria for extensive reading in a second language (L2). At least part of the motivation for assigning substantial reading is to help students develop fluency and appreciation for reading in a second language. The following criteria are outlined by Ryding and Allen (2013):
1) Reading materials should be easy enough to understand — students should be able to grasp 98 percent of words in a text without assistance. 2) A wide range of reading materials on various themes should be available. 3) Students should read whatever they wish. 4) Students should read as much as they can. 5) Reading is frequently done for enjoyment, knowledge, or a better grasp of a topic. 6) Reading is a reward in and of itself. 7) A faster reading speed is preferable to a slower one. 8) Reading is done individually and in silence. 9) Teachers provide orientation and guidance to their students. 10) The teacher serves as a role model for readers.
"Brain-based differences in reading vs. listening acquisition"
"Phonics, read-aloud, and vocabulary building strategies"
"CLT methodology and the role of explicit grammar instruction"
"Speaking, writing, listening, and reading comprehension compared"
"Approaches to delivering sensitive and effective feedback"
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