What might an effective multiglossic approach to Arabic look like - Rasha Soliman
Prof Rasha Soliman, Professor of Arabic Pedagogy and Linguistics
Introduction & Rationale
Although Arabic is widely recognised as a multiglossic language composed of Modern Standard Arabic (FusHa) and numerous regional varieties (RVs), secondary school instruction in the UK continues to prioritise FusHa. This preference persists despite broader Applied Linguistics scholarship highlighting the importance of addressing linguistic variation in L2 teaching. To tackle this disconnect, Soliman and Towler (2023) introduced a set of pedagogical Guidelines designed to promote awareness and incorporation of RVs in Arabic classrooms. However, feedback from a practitioner forum revealed that educators still find the multiglossic approach daunting and under-researched, particularly regarding its practical feasibility. Furthermore, some teachers fear that incorporating RVs may hinder students' acquisition of FusHa, highlighting the need to empirically assess the impact of multiglossic teaching on FusHa skill development.
Context & Need for Research
In the UK context, the focus of Arabic examinations on FusHa reinforces the marginalization of RVs, especially within time-constrained mainstream secondary schools. Teachers often feel pressured to concentrate exclusively on FusHa to prepare students for these exams. However, research emerging from the Integrated Approach suggests that including RVs may in fact support, rather than hinder, the development of FusHa skills (e.g., Oraby & Azaz, 2023; Trentman, 2018).
Consequently, further research tailored to the UK school context is necessary to evaluate whether applying the Guidelines facilitates FusHa acquisition while promoting multiglossic awareness.
Research Questions
To address the above gaps, this study investigates the implementation of a multiglossic approach to Arabic instruction at the GCSE level in a UK state-funded secondary school, through the following research questions:
- Are any language attitudes learners hold likely to prevent the use of a multiglossic approach in UK schools? If so, what are these language attitudes?
- Does using a multiglossic approach to teaching Arabic have a positive effect on:
a. Learner confidence?
b. Learners’ sense of identity?
c. Learners’ self-efficacy?
d. Learners’ understanding of Arabic as a multiglossic language?
e. Learners’ use of Arabic outside of the classroom? - Does a multiglossic approach to teaching Arabic affect learners’ development of FusHa skills?
You can find more information about this project in AHC Research website
