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Heritage language learners in L2 Arabic classes: Challenges and instructional strategies
This study explored the teaching challenges and instructional practices that teachers of Arabic as a second/foreign language (ASL/AFL) use in their university-level Arabic mixed classes. Data collection procedures included an online questionnaire, class observations and teachers’ interviews. 58 resp...
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| Format: | Thesis |
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AUC Knowledge Fountain
2016
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| _version_ | 1867613409431781376 |
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| access_status_str | Open Access |
| author | Alabd, Almutazbellah |
| author_browse | Alabd, Almutazbellah |
| author_facet | Alabd, Almutazbellah |
| author_sort | Alabd, Almutazbellah |
| collection | Thesis |
| dc_rights_str_mv | The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. |
| description | This study explored the teaching challenges and instructional practices that teachers of Arabic as a second/foreign language (ASL/AFL) use in their university-level Arabic mixed classes. Data collection procedures included an online questionnaire, class observations and teachers’ interviews. 58 respondents were surveyed, 3 teachers were interviewed, and 4 mixed classes were observed. Data analysis was carried out using descriptive and inferential statistics. Results revealed that the presence of Heritage Language Learners’ (HLLs) in an ASL/AFL classroom poses challenges for ASL/AFL Arabic teachers and entails developing certain types of instructional practices to overcome such challenges. They also revealed that strategies like including discussion of cultural topics, using collaborative learning, and individualized tasks are commonly used by ASL/AFL Arabic teachers to help cater to the needs of Heritage Language Learners in an ASL/AFL Arabic environment. Moreover, the study revealed that ASL/AFL Arabic teachers use certain types of instructional practices that are designed to reduce student anxiety and provide contextualized instruction. Teachers also prefer to design curricula tailored to suit mixed classes that differ from regular ASL/AFL curricula, and to explore HLLs’ motivations and expectations to better fulfill their needs or ensure that they are enrolled in level-appropriate classes. Furthermore, ASL/AFL Arabic teachers do not support the idea of placing heritage students and ASL/AFL learners in separate groups nor separate them in class activities. Such results, therefore, support the notion that Arabic heritage speakers in ASL/AFL Arabic classes present challenges to Arabic teachers; hence, they need certain teaching strategies in order to fulfill their needs. |
| format | Thesis |
| id | oai:fount.aucegypt.edu:etds-1303 |
| institution | American University in Cairo (Egypt) |
| last_indexed | 2026-06-10T12:35:41.195Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from AUC Knowledge Fountain — bepress |
| publishDate | 2016 |
| publishDateRange | 2016 |
| publishDateSort | 2016 |
| publisher | AUC Knowledge Fountain |
| publisherStr | AUC Knowledge Fountain |
| record_format | dspace |
| source_str | AUC Knowledge Fountain — bepress |
| spelling | oai:fount.aucegypt.edu:etds-1303 Heritage language learners in L2 Arabic classes: Challenges and instructional strategies Alabd, Almutazbellah This study explored the teaching challenges and instructional practices that teachers of Arabic as a second/foreign language (ASL/AFL) use in their university-level Arabic mixed classes. Data collection procedures included an online questionnaire, class observations and teachers’ interviews. 58 respondents were surveyed, 3 teachers were interviewed, and 4 mixed classes were observed. Data analysis was carried out using descriptive and inferential statistics. Results revealed that the presence of Heritage Language Learners’ (HLLs) in an ASL/AFL classroom poses challenges for ASL/AFL Arabic teachers and entails developing certain types of instructional practices to overcome such challenges. They also revealed that strategies like including discussion of cultural topics, using collaborative learning, and individualized tasks are commonly used by ASL/AFL Arabic teachers to help cater to the needs of Heritage Language Learners in an ASL/AFL Arabic environment. Moreover, the study revealed that ASL/AFL Arabic teachers use certain types of instructional practices that are designed to reduce student anxiety and provide contextualized instruction. Teachers also prefer to design curricula tailored to suit mixed classes that differ from regular ASL/AFL curricula, and to explore HLLs’ motivations and expectations to better fulfill their needs or ensure that they are enrolled in level-appropriate classes. Furthermore, ASL/AFL Arabic teachers do not support the idea of placing heritage students and ASL/AFL learners in separate groups nor separate them in class activities. Such results, therefore, support the notion that Arabic heritage speakers in ASL/AFL Arabic classes present challenges to Arabic teachers; hence, they need certain teaching strategies in order to fulfill their needs. 2016-02-01T08:00:00Z thesis application/pdf https://fount.aucegypt.edu/etds/304 https://fount.aucegypt.edu/context/etds/article/1303/viewcontent/Alabd_20Thesis_20May_202016.pdf The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. Theses and Dissertations AUC Knowledge Fountain Heritage Language Arabic Heritage Learners |
| spellingShingle | Heritage Language Arabic Heritage Learners Alabd, Almutazbellah Heritage language learners in L2 Arabic classes: Challenges and instructional strategies |
| title | Heritage language learners in L2 Arabic classes: Challenges and instructional strategies |
| title_full | Heritage language learners in L2 Arabic classes: Challenges and instructional strategies |
| title_fullStr | Heritage language learners in L2 Arabic classes: Challenges and instructional strategies |
| title_full_unstemmed | Heritage language learners in L2 Arabic classes: Challenges and instructional strategies |
| title_short | Heritage language learners in L2 Arabic classes: Challenges and instructional strategies |
| title_sort | heritage language learners in l2 arabic classes challenges and instructional strategies |
| topic | Heritage Language Arabic Heritage Learners |
| url | https://fount.aucegypt.edu/etds/304 https://fount.aucegypt.edu/context/etds/article/1303/viewcontent/Alabd_20Thesis_20May_202016.pdf |
| work_keys_str_mv | AT alabdalmutazbellah heritagelanguagelearnersinl2arabicclasseschallengesandinstructionalstrategies |