The field of Teaching Arabic as a Foreign Language (TAFL) has seen in recent decades a growing interest in portraying and teaching one of the most salient and intrinsic features of Arabic: language variation. This thesis takes a position in contrast to approaches that portray the two varieties as being distinct and well-defined dichotomic units, in favour of an approach that interprets them as two heterogeneous language varieties within one singular linguistic system. The two language varieties are embodied by Standard and Colloquial Arabic and it is argued here for the teaching of both varieties to students of Arabic as a foreign language. In this light, this thesis sets out to investigate the development of two language skills, vocabulary knowledge and language awareness, in a diglossic learning environment. Moreover, it explores the attitudes and perceptions of the students towards Arabic variation. Two experimental methods based on focus-on-form instruction are used in this research to teach Colloquial Arabic to students of Arabic as a foreign language at higher-education level, and the empirical research is conducted within a semi-embedded research design in which qualitative and quantitative data are collected. Students from three universities participate in this research: the Universities of Exeter, Genoa and Milan. This allows for the comparison of results from students of different mother tongues. The main research question that this thesis sets out to answer is: does focus-on-form instruction lead to vocabulary development in two diglossic varieties, namely Standard and Colloquial Arabic, more effectively when it focuses on the two varieties separately or when it links their forms? Two sub-questions investigate which of the two methods of focus-on-form instruction lead more efficiently to the development of language awareness, and the impact they have on students’ attitudes towards Arabic variation. The last sub-question asks to what extent the development of the diglossic language skills and attitudes is a consequence of the method of instruction received. The results of this study suggest that the answer lies in focusing predominantly on one variety at a time with additional consolidation exercises that compare the forms of the two varieties. The main contributions of this thesis are both theoretical, to the literature of TAFL, and empirical, regarding the development of the language skills and attitudes measured.

Over the course of the past 20 years, the rise in popularity of communicative language teaching as an alternative to traditional methodologies in Arabic-language pedagogy has led many within the field to re-examine their instructional priorities and methodological tenets. In general, traditional pedagogical approaches in the field of Arabic-language instruction dictate front-loaded presentation of grammatical concepts. The premise of communicative language teaching, on the other hand, is based on the primacy of successful foreign language interactions, where students are sequentially provided the grammatical concepts that are required to accomplish specific and targeted communicative functions and tasks. Concordantly, the instruction of grammar concepts that are deemed surplus to the requirements of level-appropriate interactions is deferred until the student has become linguistically prepared to incorporate and effectively utilize more complex grammatical structures. This thesis presents the results of a study of students’ spontaneous and planned written production in Arabic focusing on the production of dual and feminine plural forms, which have been strategically delayed in the sequence of grammar presentation. Additionally, individual interviews with both students and instructors were conducted to gather their impressions of, and strategies for, dealing with the sequence of grammar presentation in which these concepts are delayed. Results indicate that students who were not presented detailed instruction regarding the dual and feminine plural constructs early in their pedagogical sequence displayed level-appropriate patterns of avoidance and generalization in their early language production. As students progressed through the third-year courses and into post third-year courses, they displayed high levels of successful incorporation of the Modern Standard Arabic dual and feminine plural forms in their written production. With their successful conceptual uptake, the learners demonstrate their ability to acquire grammatical concepts despite the sequential delay in presentation thereof. Interview results show students’ and instructors’ awareness of the intent and focus of the pedagogical sequence. Based on their personal experience in studying and/or teaching Arabic, and despite instances of frustrations or challenges arising from the delay in grammar sequence, all interviewees expressed their support and endorsement of the methodology. / text

In recent years FLE researchers and instructors have become increasingly interested in devising theoretical frameworks and pedagogical materials that prepare learners for the realities of today’s globalized world. Current FLE research suggests that equipping learners with intercultural communicative competence (ICC) is the best approach to achieve this goal. As a result of this, administrators and instructors of foreign language programs are reassessing their curricula to ensure that the cultural content is effective and sufficient for enabling learners to successfully function in a culturally diverse world. This thesis aims to reassess the cultural component of the beginner Arabic curriculum at the University of Texas at Austin by serving two objectives. The first objective is to present the results of a survey that examines the impact of the cultural content in the current beginner Arabic course at the University of Texas at Austin on learners’ ICC development. The second objective is to incorporate these results in a pedagogical framework to further enhance the development of ICC in the beginner Arabic classroom setting. The results were gathered from two student surveys, conducted at the beginning and end of the academic year, and from follow-up interviews administered half way through the study’s duration. The findings indicate that the majority of Arabic learners at the beginner level are predisposed with good general knowledge and positive perceptions with regard to the Arab world, suggesting that they are primed to develop ICC before commencing their study of Arabic. In addition to this, the findings show that the current Arabic curriculum did help to further develop ICC in learners to a certain extent. However, there are some areas for improvement, mainly regarding the organization and selection of topics. These observations were taken into consideration in designing the pedagogical framework that presents learning outcomes specific to the beginner Arabic curriculum. The intention is that such a framework will align curricular goals that will in turn result in learners becoming informed global citizens of the world. / text

This study investigates teacher cognition and technology use within a context of teaching Arabic to speakers of other languages. Specifically, teacher cognition is examined in relation to early learning experiences, teacher education, classroom practice, and work environment. Following a case study approach, three in-service teachers have been selected to represent different perspectives on using Information and Communications Technology (ICT) in language instruction. Findings suggest that teachers’ cognitions about teaching and learning, and about themselves as Arabic language professionals, shape technology use, determine reactions to perceived challenges, and illuminate differences between practitioners working within the same environment with regard to the integration of ICT into their practice. The research suggests that despite the absence of digital learning opportunities in early schooling and teacher education, these experiences still influence the choice of instructional strategies employed by teachers to support technology use. The study accentuates the role of context as a mediating force, supporting teacher cognition and ICT use, but also creating dissonance between them. Teacher cognition determines the weight that practitioners assign to different contextual factors. While lack of time is identified as the most significant barrier to adoption, peer collaboration is recognized as the most effective enabler for technology integration. Other key factors emerging in this study include institutional philosophy and policy, learning opportunities, and technical support. Conceptual, methodological, and professional contributions are addressed, and potential for further research is identified.

As more second-language acquisition research is published about the optimal age to begin foreign language instruction, and the best methods for teaching foreign languages, many colleges and universities are seeking to create intensive immersion programs which would prepare prospective students for the rigors of their language programs and serve as a productive language-learning environment. One such program, the Middlebury-Monterey Language Academy, is based on the highly successful summer language schools model. This research isolates the components which would help create successful, intensive Arabic immersion programs. Specifically, this thesis asks: How can an institution create a successful Arabic immersion learning environment for high school students? To answer this question, this thesis reviews current literature in the field of Second Language Acquisition (SLA), includes personal observations about the program and analyzes responses to surveys administered to two groups of stakeholders, namely students, and teachers/resident assistants. After the descriptive section, the thesis proposes a curricular framework which encompasses the main components of the curriculum (including goals, teacher and learner training, instructional materials, and native versus target language use). This framework is presented as a model to help teachers and other administrators as they try to set up new Arabic programs for high school students. / text