Tag: Languages

As the new school year is approaching, talking about the reasons and motivations of students for learning languages feels more important than ever.

The recently released Language Trends Survey shows declines in language course enrolments across the UK and declining numbers of students taking the GCSE and A levels in modern foreign languages.

However, the number of students choosing to learn Arabic continues to climb, despite the slow growth of Arabic program offerings in schools. Why is that?

We should be opening doors to understanding

In the UK, as well as in the rest of Europe and the US, students are increasingly excited about learning Arabic, whether as a first/native/heritage language or as a modern global language.

This excitement stems from various motivations: Studying Arabic, along with Mandarin and other less-commonly-taught languages, is attractive to students who know that languages open doors to understanding the people and cultures of those who speak them.

Some students may be fascinated with literature or linguistic structures. Personal growth and self-confidence are also common factors; learning a language requires dedication and perseverance.

Finally, students may learn Arabic to unlock academic or professional opportunities that Arabic language skills provide.

“The more you learn, the more fun it gets,” Imara, a student of Arabic from Washington State in the US told QFI once, “and I think that’s especially true with Arabic. It connects you to such a beautiful culture.”

It’s not just the heritage speakers — on the contrary

Arabic-as-a-first-language speakers in Europe and the UK can sometimes learn it at school, as with mother tongue policies such as in Sweden. Others learn Arabic in weekend or afterschool programs for family or heritage reasons.

Learning Arabic formally in school-based programs allows them to celebrate and preserve their connection to their cultural heritage.

Formal language education also enables them to earn credentials by passing national school exams (GCSE/A levels/Baccalaureate, Abitur, etc.), external language certifications, or by continuing their studies at the higher education level. With these credentials and degrees, students can use their language skills in professional settings.

Students who learned Arabic as a first language aren’t the only ones drawn to Arabic language education, however.

In fact, the majority of students studying Arabic in QFI-supported public secondary schools in the US have no heritage ties to Arabic.

Of the students who achieved external certifications for English-Arabic biliteracy from QFI-supported schools, one-third have no heritage ties to Arabic. 75% of those students listed English as their first language. What then draws them to the language?

It’s a whole new world out there

Learning a new alphabet or script may incentivise students who love the artistry of the language.

Reading important canonical literature in Arabic is as attainable to students as reading Voltaire is for students of French, Cervantes for students of Spanish, and Shakespeare for students of English. Arabic draws students with a love of literature in its original forms.

Studying Arabic creates opportunities to travel, explore, and build friendships with students and communities worldwide.

Students interested in antiquities and archaeology might visit Egypt or Jordan, or the multilingual and multicultural Northern Africa region of the Maghreb. Students drawn to business and commerce can find new opportunities in the Gulf.

In today’s globalised world, proficiency in multiple languages is highly valued in fields such as diplomacy, national security, education, medicine, business and more.

Studying Arabic unlocks these and other fields, giving students a competitive edge; Arabic skills demonstrate to potential employers that students value diversity and global perspectives, and they aren’t afraid of a challenge.

“Arabic has been absolutely vital and life-changing for me because of the experiences I’ve had that have helped lead me to where I am,” Sage, a radio reporter and journalist in Alaska, US, told QFI. Sage attributes her current career path back to her Arabic studies in school and at university.

Less-commonly-taught languages open up unique opportunities

Students also see opportunities to break down cultural and linguistic barriers within their own communities.

Arabic is a living language in many communities throughout Europe and the UK. Learning a language signals an openness to learning about something that may not be familiar, and it enables the exploration of new cultures.

Parents want their children to learn languages, too. They want to raise globally-minded citizens who can adapt and thrive in diverse settings, and they understand that speaking languages can lead to advanced language programs, scholarships, prestigious universities, and career opportunities.

Furthermore, parents want their children to appreciate and respect diversity; learning foreign languages is one of the means to achieving that.

As with any language, learning Arabic offers students practical benefits, a sense of fulfilment, and a deeper appreciation for rich and diverse cultures.

Students who studied Arabic shared with us that the language helped them broaden their horizons, provided unique opportunities, and enriched their personal and professional lives.

Across Europe, the US, and the UK, students are enthusiastic about studying Arabic, whether as a native language or as a modern global language.

Rather than putting languages in competition with each other for enrolment, schools can look to less-commonly-taught languages as an opportunity to build student interest in languages as an exciting, innovative and cutting-edge subject.

Julia Sylla is the Director of Programs at QFI, a Washington DC-based organisation committed to advancing the value of teaching and learning Arabic as a global language.

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Children who grow up in a supportive environment speaking two or more languages are more perceptive and intellectually flexible than those who speak one language, according to numerous research studies.

In Europe, language policy in education appears favourable, especially if compared to language policy in schools in the United States. 

Students across Europe begin studying their first foreign language as a required school subject between the ages of 6 and 9. 

Studying a second foreign language for at least one year is compulsory in more than 20 European countries. 

This is in stark contrast to the situation in the US, where only about 20% of students in primary and secondary schools are enrolled in a foreign language.

But perceptions of foreign languages and the difficulties of teacher supply offer a glimpse into the complexities of the current situation in European education.

Language learning comes with a number of benefits

What to say to someone who would say, “learning English is enough; why learn another language?”

There are neurological, economic, academic, and social advantages to learning an additional language and being bi- or multi-lingual, according to research data from the Council of Europe. 

Learning a second language changes the brain’s physical structure, and those who speak more than one language are viewed more favourably for employment. 

Not only are their skills useful, but they also demonstrate an ability to work with different types of people and are adaptable. 

Bilingual speakers outperform their counterparts on standardised tests, and those who speak multiple languages can communicate with more people around the globe. Their worldview is quite different from their monolingual counterparts.

There should be more room for Arabic learning

Despite a strong research base on the benefits of speaking more than one language, and despite strong language policy to teach languages across schools in Europe, the existing infrastructure focuses on languages like Spanish, French and German (and other official EU languages) with little, if any, emphasis on languages like Arabic. 

Learning another language isn’t the main argument that needs to be made – the argument is that a common option for an additional language needs to be Arabic.

In theory, European language policy is to provide “multilingual and multicultural of high quality from nursery level to the Baccalaureate, fostering a European and global perspective to educate children of different mother tongues and nationalities.”

Yet, in practice, while there is a strong appetite for language learning, the existing ecosystem for Arabic in schools across Europe — and, I would argue, the world — leaves much room for growth.

Considering all of this, there are two main areas that need to be addressed as just a first step to mainstreaming Arabic learning in public schools.

Arabic language learning is rife with misconceptions

First, there is the perception of the Arabic language. Yes, Arabic is not an official language of the EU and, as such, is not explicitly named in European language policy in schools, mainly due to its perceived value. 

The value of learning Arabic, as it stands right now, seems to only be related to religion, the Middle East, or national security. 

The fact is, the majority of Muslims do not speak Arabic. 

Actually, the top five countries with Muslim populations are not Arabic-speaking countries and are not technically in the Middle East. 

Furthermore, there are 422 million people around the world who speak Arabic, and it is an official language of 22+ countries, affirming it as a global language.

And Arabic is not just a language spoken in Arabic-speaking countries. It is a growing language within Europe’s own borders. Education policy should reflect this reality.

It’s not just a heritage language

When it comes to being taught in primary and secondary schools, however, the global standing of Arabic remains as a community, heritage, or mother tongue language that exists on the margins of mainstream schools and curricula. 

There is a small chance, if any, that Arabic would be offered as a global language at any public primary and secondary school. 

And while some countries offer some Arabic instruction for those who come from Arabic-speaking families, more often, it is taught in informal settings on weekends and outside of school hours, with no robust teacher training, curriculum, or oversight.

Yet, elite private schools and universities such as Sciences Po or Polytechnique in France offer Arabic as a global language to their students. 

We are witnessing an imbalance in the perception of Arabic language offerings in schools – on the one hand, it is an elite offering, and yet, on the other hand, it is spottily offered for heritage speakers.

Who teaches Arabic in Europe?

Second, and related to the perception, is the availability of dedicated and qualified Arabic teachers. 

When students recall their favourite subjects, it is because of a memorable teacher. If schools recount popular classes, it is also most likely because of the teacher that has built that program. 

The teacher is the backbone. While there may be plenty of Arabic speakers, finding strong Arabic educators is a huge challenge. 

Finding teachers with the proper qualifications is even more difficult. In our experience at QFI, we have seen programs crumble when key teachers leave – and this is not only the case for Arabic but for all subjects.

But how many Arabic teachers have you met? 

Not many; the path to becoming a certified teacher isn’t an easy or clearly chartered one, resulting in a low teacher supply. 

In some European countries like Sweden, schools locate teachers already in the country coming from Arabic-speaking countries and train them to become Arabic teachers. 

And in Spain, there is an existing agreement with an Arab country that sends Arabic teachers to work in schools. 

Those teaching can make all the difference

In other contexts, a school that wants to offer Arabic is just happy to find any Arabic speaker who is available to teach. 

Often, those teachers’ language skills aren’t assessed, nor is their understanding of teaching pedagogy and methodology. They may receive some training, but it is often not Arabic-language specific. 

And this is what brings us back to an earlier statement made “When students recall their favorite subjects, it is because of a memorable teacher.”

Memorable Arabic language teachers need support through their professional life cycle – beginning when they themselves are learning Arabic and considering a career path.

Pre-service programs should offer Arabic methodology courses, as well as courses on basic classroom management and brain development. 

Few schools of education or teacher preparatory programs offer such courses. These preparatory programs should frame their offerings with accessible language teaching research that draws from other languages and discussions on the nuances of Arabic.

Frequent teaching observations and touchpoints are the heart of any good teacher training program. 

Growing as a teacher requires self-reflection, observation and feedback, and a teacher needs a community of practice to learn from and grow with.

The world is changing, and our views should, too

Perceptions are changing because the world is changing. 

It is time to move beyond stigmas such as Arabic is “difficult,” only for “heritage” students, and has no utility. 

Education policies in practice need to reflect the Council of Europe’s commitment to plurilingual and intercultural education. 

Teachers need support and encouragement to build long-lasting Arabic programs that will equip learners with openness to languages and cultures and 21st-century global competencies. 

No, English is not enough. In today’s interconnected world, multilingualism, and more specifically, learning Arabic in public schools, is more beneficial than ever.

Dr Carine Allaf is a Senior Programs Advisor at QFI, a Washington DC-based organisation committed to advancing the value of teaching and learning Arabic as a global language.

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