Sharing Good Practice

BY HIBA B . IBRAHIM

Arabic is difficult :

I would prefer to say that Arabic is different for learners whose foreign language experience is limited to European languages . However , just like learning any foreign language , the more teachers and learners collaborate at the beginning stages of language learning , the easier it gets later on . When teaching more advanced concepts such as ; verb conjugations , the root system and verb patterns , students should be guided to see the connections between them all . It also helps to explain to learners that these concepts are not just rules to " apply " when writing or reading , but they also help to comprehend the language more easily . The earlier teachers work to help students see the relevance and practical use of what they are learning , the better . Language is for communication , so help students to use what they are learning to communicate .

Grammar first :

If you come from the school where a foreign language is not learnt as a functional tool of communication , then you probably swear by grammar . However , language is not just about mastering rules and accuracy . We must aim to teach for independent transfer of language use in various communicative situations . As stated earlier , language is for communication and it should flow smoothly and with ease , we educators must resist this constant desire to correct every single grammatical mistake that learners make . Allow for learners to build their self-esteem with Arabic in constant practice through group work , roleplays , exploring patterns in written and oral texts , repetition and peer feedback . Believe me , they will get it ! Instead of stressing on grammar instruction , stress on interaction and expression .

Instruction through English :

Every time I talk to an AFL teacher ; this issue is brought up : how am I expected to instruct my international class through Arabic ? And my response is always : Which Arabic are you referring to ? Learners will never be expected to understand Arabic from day one right ? But how about trying to raise its doze each week ? How about setting expectations to use the language learners are building on each day ? This can begin with the integration of short daily conversations . Who said we have to wait until all learners successfully learned the alphabet to move to conversational Arabic ? The point is , you can instill Arabic from day one if you use the right material and approach , that help you to do so . You can always count on speaking with the combination of English transcription and Arabic words at the beginning . The fact that " they don ' t know how to write the word " should not be an issue .

Separating standard from spoken Arabic :

This can be a controversial topic , but I am not here to say which one is authentic and worthy of teaching , because they both are . However , I have noticed that using a merging approach has incredible impact on fluency and confidence . Think about it : how do we , Arabs , speak the language ? I don ' t speak all dialects , but I can generalise and say that both versions become naturally merged in speech . So , trying to accept the fact that we could teach the language the way it is spoken in reality , might not be a horrible idea . This approach can be challenging and difficult at first , but talking to experts who have done it , observing classes that follow it and finding resources that make it easy for you , are all worth trying .

Arabic is a fun language to learn . Help your students to interact with the language even among each other as foreign language students and explore unconventional approaches to make it more fun to use for daily interaction .

Hiba Ibrahim is a language curriculum specialist and a University College London graduate . She helps schools and teachers incorporate global competence in their EFL and AFL curriculum . I also design and conduct teacher training on the areas of Arabic as a foreign language , online coaching , dialogue facilitation and promoting 21st century skills , empathy and global citizenship in learning design .