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Sample Q&AThe most common complaint about Arabic teaching materials is that they are out dated and do not reflect the real world in which the student lives in. And the poor quality of materials is often claimed to be the reason why students fail to acquire Arabic to the desired levels (especially native speaking Arabic students). I was sceptical about that for a while because as an Arabic teacher myself I knew, as any teacher would, that the teaching materials are just half of the equation to a successful language teaching lesson, the other half depends on the teachers’ qualities of creativity, enthusiasm and his/her general ability to convince the student to learn. A teacher who is passionate about their subject will almost always attract the attention of the student and over time the student will realise the teacher’s efforts and learn the subject well. I am sure we all had that teacher whose passion for their subject influenced us in one way or another, and that it was those lessons that we not only enjoyed but excelled in.

textbook2The teaching of Arabic is no different, and as a secondary school teacher I never used only one book I mixed maybe 4 or 5 separate curricula and made some materials myself. This I found, apart from taking up all of my summer and being a welcome distraction from my then-MA thesis, changed the Arabic class from monotone-like, boring, repetitive, and often predictable lessons of the previous year into lessons that kept the students excited. A new wave of interaction, questions and creativity crept into the Arabic class and I was motivated even more to teach the subject.

But, what I realised (over time and through observing other classes) was that the content of the materials mattered for real language learning to take place, it wasn’t enough to have it on flashcards, or on online specially designed online platforms I had made. Nor was it enough that each week one of my lessons was a “free class” where students came in and taught one another something great they had learned in Arabic from the previous week. It was all great, not to mention the crazy amount of work and preparation I had to dtextbooko, but I always felt as if it was not enough. I felt that in addition to all of the above the material had to also challenge students to think deeply about the way they used language. Of course I do not mean 5 or 6 year olds but 8, 9, 10 and secondary school students (especially native speakers of Arabic) deserve material that challenges their thinking.

So although it is the teachers’ passion and creativity that plays a big role in the teaching of Arabic, I have come to see that the content of the material is also important (I probably will always think about this). Content that not every teacher will have the time or the knowledge to think up independently in addition to their other teaching or non-teaching duties. Therefore, the Arabic curricula, or book or teaching material designers and printers need to produce high level materials in Arabic. It would be great if they consulted Arabic teachers in the process.

I will give one example, for fear of this post becoming too long, that of comprehension and in particular the question section. Traditionally, most Arabic language books (the ones I have seen) have a very simple method through which to test a students comprehension of a text. So it will be something like (I am making these examples up):

“Why did the man go to the big house?”  The expected/acceptable answer would be: “The man went to the house to get his coat” and this answer would be deemed correct because the student has shown understanding and most probably an ability to conjugate verbs. The questions move on to other aspects of the text with the intention of making sure the student has understood the semantic (meaning) content of the story or lesson. Which is absolutely fine and great- but as a starting point. My quarrel is that the questions are always so simplistic and  never go beyond that starting point. The questions never really fully challenge the student to use all their vocabulary or structures to answer a question. Can you imagine challenging a student so that they go beyond the simple answers, words, structures, synonyms, can you imagine pushing the student to think in Arabic at a higher level? I know there are improvements being made all the time to Arabic materials, but more needs to be done for both native and non-native learners of Arabic. Well, this is something I’ve been thinking about a lot recently and thought I’d share it with others…thanks for reading and as always any ideas are welcome.

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The following links maybe of useful to anyone who has an interest in Arabic as a medium of instruction at schools, it’s taken from the ever-exciting blog by Lameen Souag:

http://lughat.blogspot.fr/2015/08/algerian-arabic-in-schools-more-smoke.html

http://lughat.blogspot.fr/2015/08/algerian-arabic-in-schools-actions.html

http://lughat.blogspot.fr/2015/08/teaching-in-dardja-before-colonial-rule.html