1887
Volume 3, Issue 1
  • ISSN 2589-109X
  • E-ISSN: 2589-1103
USD
Buy:$35.00 + Taxes

Abstract

Multidialectal use of Modern Standard Arabic (MSA) and Colloquial Arabic (CA) has become standard practice among Arabic speakers. Therefore, a question facing Arabic instructors and curriculum planners is what methods to adopt to raise learners’ awareness of this sociolinguistic reality. Some programs introduce MSA and one variety of CA from the beginning of Arabic instruction. However, the question of how learners who receive multidialectal training use MSA and CA simultaneously in their speech productions and how their MSA–CA use evolves over their years of Arabic study remains under-researched. The current study addressed these questions by studying the speech productions of 51 second language (L2) Arabic learners enrolled in three years of Arabic instruction. The data show that the participants consistently code-switched between MSA and CA, and seemed to conform to sociocultural norms designating MSA as more formal and CA as more personal and intimate. As learners’ proficiency levels increased, a wider range of sociolinguistic functions was observed. The study reinforces the importance of L2 Arabic curricula decisions that embrace the multidialectal use of Arabic in the L2 Arabic classroom and asserts learners’ ability to use MSA and CA simultaneously.

Loading

Article metrics loading...

/content/journals/10.1075/ap.19022.nas
2021-02-01
2025-02-14
Loading full text...

Full text loading...

References

  1. Alaiyed, M. A. S.
    (2018) Diglossic code-switching between standard Arabic and Najdi Arabic in religious Discourse [Unpublished doctoral dissertation]. Durham University.
    [Google Scholar]
  2. Al Alaslaa, S.
    (2018) A Sociolinguistic study of code choice among Saudis on Twitter [Unpublished doctoral dissertation]. The University of Michigan.
    [Google Scholar]
  3. Al-Batal, M.
    (1992) Diglossia proficiency: The need for an alternative approach to teaching. In A. Rouchdy (Ed.), The Arabic language in America (pp. 284–304). Wayne State University Press.
    [Google Scholar]
  4. (2018) Dialect integration in the Arabic foreign language curriculum: Vision, rationale, and models. In M. Al-Batal (Ed.), Arabic as one language: Integrating dialect in the Arabic language curriculum (pp. 3–22). Georgetown University Press.
    [Google Scholar]
  5. Al-Batal, M. , & Belnap, R. K.
    (2006) The teaching and learning of Arabic in the United States: Realities, needs, and future directions. In K. M. Wahba , Z. A. Taha , & L. England (Eds.), The handbook for Arabic language teaching professionals in the 21st century (pp. 389–399). Lawrence Erlbaum.
    [Google Scholar]
  6. Al-Batal, M. & Glakas, C.
    (2018) Dialect integration: Students’ perspectives within an integrated program. In M. Al-Batal (Ed.), Arabic as one language: Integrating dialect in the Arabic language curriculum (pp. 260–278). Georgetown University Press.
    [Google Scholar]
  7. Albirini, A.
    (2011) The sociolinguistic functions of codeswitching between Standard Arabic and Dialectal Arabic. Language in Society, 40(5), 537–562. 10.1017/S0047404511000674
    https://doi.org/10.1017/S0047404511000674 [Google Scholar]
  8. Al Masaeed, K.
    (2020) Translanguaging in L2 Arabic study abroad: Beyond monolingual practices in institutional talk. The Modern Language Journal, 104(1), 250–266. doi:https://doi.org/10.1111/modl.12623. 10.1111/modl.12623
    https://doi.org/10.1111/modl.12623 [Google Scholar]
  9. Bassiouney, R.
    (2006) Functions of code-switching in Egypt: Evidence from monologues. Brill. 10.1163/9789047417132
    https://doi.org/10.1163/9789047417132 [Google Scholar]
  10. (2009) Arabic sociolinguistics: Topics in diglossia, gender, identity, and politics. Georgetown University Press. 10.3366/edinburgh/9780748623730.001.0001
    https://doi.org/10.3366/edinburgh/9780748623730.001.0001 [Google Scholar]
  11. (2012) Politicizing identity: Code choice and stance-taking during the Egyptian revolution. Discourse & Society, 23(2), 107–126. 10.1177/0957926511431514
    https://doi.org/10.1177/0957926511431514 [Google Scholar]
  12. (2013) The social motivation of code-switching in mosque sermons in Egypt. International Journal of the Sociology of Language, 220, 49–66.
    [Google Scholar]
  13. Bell, A.
    (2002) Back in style: Reworking audience design. In P. Eckert & J. Rickford (Eds.), Style and sociolinguistic variation (pp. 139–169). Cambridge University Press. 10.1017/CBO9780511613258.010
    https://doi.org/10.1017/CBO9780511613258.010 [Google Scholar]
  14. Belnap, R. K.
    (2018) Lessons learned and empirical data from twenty years of using an integrated approach. In M. Al-Batal (Ed.), Arabic as one language: Integrating dialect in the Arabic language curriculum (pp. 36–53). Georgetown University Press.
    [Google Scholar]
  15. Boussofara-Omar, N.
    (2006) Neither third language nor middle varieties but diglossic switching. Zeitschrift für arabische Linguistik, 45, 55–80.
    [Google Scholar]
  16. Creswell, J. W.
    2007Qualitative inquiry and research design: Choosing among five approaches. Sage.
    [Google Scholar]
  17. Dewaele, J. M.
    (2004) The acquisition of sociolinguistic competence in French as a foreign language: An overview. Journal of French Language Studies, 14(3), 301–319. 10.1017/S0959269504001814
    https://doi.org/10.1017/S0959269504001814 [Google Scholar]
  18. Eid, M.
    (1988) Principles for codeswitching between Standard and Egyptian Arabic. Al-ʿArabiyya, 21, 15–79.
    [Google Scholar]
  19. Ferguson, C. A.
    (1959) Diglossia. Word, 15, 325–340. 10.1080/00437956.1959.11659702
    https://doi.org/10.1080/00437956.1959.11659702 [Google Scholar]
  20. French, L. M. , & Beaulieu, S.
    (2016) Effects of sociolinguistic awareness on French L2 learners’ planned and unplanned oral production of stylistic variation. Language Awareness, 25(1–2), 55–71. 10.1080/09658416.2015.1122024
    https://doi.org/10.1080/09658416.2015.1122024 [Google Scholar]
  21. Geeslin, K. L. , & Long, A. Y.
    (2014) Sociolinguistics and second language acquisition: Learning to use language in context. Routledge. 10.4324/9780203117835
    https://doi.org/10.4324/9780203117835 [Google Scholar]
  22. Giles, H. , & Powesland, P.
    (1997) Accommodation theory. In N. Coupland & A. Jaworski (Eds.), Sociolinguistics: A reader and coursebook (pp. 232–239). Macmillan. 10.1007/978‑1‑349‑25582‑5_19
    https://doi.org/10.1007/978-1-349-25582-5_19 [Google Scholar]
  23. Gumperz, J. J.
    (1982) Discourse strategies (Vol. 1). Cambridge University Press. 10.1017/CBO9780511611834
    https://doi.org/10.1017/CBO9780511611834 [Google Scholar]
  24. Holes, C.
    (1993) The uses of variation: A study of the political speeches of Gamal Abd Al-Nasir. Amesterdam Studies in the Theory and History of Linguistic Science Series, 4, 13–45.
    [Google Scholar]
  25. (2004) Modern Arabic: Structures, functions, and varieties. Georgetown University Press.
    [Google Scholar]
  26. Huntley, E.
    (2018) Preparing students for the future: Integrating dialect and standard into the Arabic foreign language classroom. In M. Al-Batal (Ed.), Arabic as one language: Integrating dialect in the Arabic language curriculum (pp. 73–89). Georgetown University Press.
    [Google Scholar]
  27. Husseinali, G.
    (2006) Who is studying Arabic and why? A survey of Arabic students’ orientations at a major university. Foreign Language Annals, 39(3), 395–412. 10.1111/j.1944‑9720.2006.tb02896.x
    https://doi.org/10.1111/j.1944-9720.2006.tb02896.x [Google Scholar]
  28. Isleem, M.
    (2018) Integrating colloquial Arabic in the classroom: A study of students’ and teachers’ attitudes and effects. In M. Al-Batal (Ed.), Arabic as one language: Integrating dialect in the Arabic language curriculum (pp. 237–259). Georgetown University Press.
    [Google Scholar]
  29. Iwasaki, N.
    (2010) Style shifts among Japanese learners before and after study abroad in Japan: Becoming active social agents in Japanese. Applied Linguistics, 31(1), 45–71. 10.1093/applin/amn047
    https://doi.org/10.1093/applin/amn047 [Google Scholar]
  30. Labov, W.
    (1963) The social motivation of a sound change. Word, 19(3), 273–309. 10.1080/00437956.1963.11659799
    https://doi.org/10.1080/00437956.1963.11659799 [Google Scholar]
  31. Lam, H. , & O’Brien, M. G.
    (2014) Perceptual dialectology in second language learners of German. System, 46, 151–162. 10.1016/j.system.2014.08.006
    https://doi.org/10.1016/j.system.2014.08.006 [Google Scholar]
  32. Leddy-Cecere, T.
    (2018) Diverse speaker output in the integrated Arabic classroom: Trends and interpretation. In M. Al-Batal (Ed.), Arabic as one language: Integrating dialect in the Arabic language curriculum (pp. 199–220). Georgetown University Press.
    [Google Scholar]
  33. Mejdell, G.
    (2011) Diglossia, code switching; style variation; and congruence: Notions for analyzing mixed Arabic. Al-ʿArabiyya, 44, 29–39.
    [Google Scholar]
  34. Najour, C.
    (2018) Teachers’ voices: Analysis of teachers’ speech and teachers’ perspective in integrated Arabic classrooms. In M. Al-Batal (Ed.), Arabic as one language: Integrating dialect in the Arabic language curriculum (pp. 298–317). Georgetown University Press.
    [Google Scholar]
  35. Nakatsukasa, K. , & Loewen, L.
    (2015) A teacher’s first language use in form-focused episodes In Spanish as a foreign language classroom. Language Teaching Research, 19, 133–149. 10.1177/1362168814541737
    https://doi.org/10.1177/1362168814541737 [Google Scholar]
  36. Nassif, L.
    (2018) Integrated colloquial Arabic into the Arabic L2 curriculum: An analysis of learner speech. In M. Al-Batal (Ed.), Arabic as one language: Integrating dialect in the Arabic language curriculum (pp. 175–198). Georgetown University Press.
    [Google Scholar]
  37. Nassif, L. , & Al Masaeed, K.
    (2020) Supporting the sociolinguistic repertoire of emergent diglossic speakers: Multidialectal practices of L2 Arabic learners. Journal of Multilingual and Multicultural Development. doi:https://doi.org/10.1080/01434632.2020.1774595. 10.1080/01434632.2020.1774595
    https://doi.org/10.1080/01434632.2020.1774595 [Google Scholar]
  38. Palmer, J.
    (2007) Arabic diglossia: Teaching only the standard variety is a disservice to students. Arizona Working Papers in SLA & Teaching, 14, 111–122.
    [Google Scholar]
  39. Ryding, K.
    (2013) Teaching and learning Arabic as a foreign language: A Guide for teachers. Georgetown University Press.
    [Google Scholar]
  40. Saeed, Aziz
    (1997) The pragmatics of codeswitching Fusha Arabic to Aammiyyah Arabic in religious oriented discourse [Unpublished doctoral dissertation]. Ball State University.
    [Google Scholar]
  41. Shiri, S.
    (2013) Learners’ attitudes toward regional dialects and destination preferences in study abroad. Foreign Language Annals, 46(4), 565–587. 10.1111/flan.12058
    https://doi.org/10.1111/flan.12058 [Google Scholar]
  42. (2015a) The homestay in intensive language study abroad: Social networks, language socialization, and developing intercultural competence. Foreign Language Annals, 48(4), 541–569. 10.1111/flan.12162
    https://doi.org/10.1111/flan.12162 [Google Scholar]
  43. (2015b) Intercultural communicative competence development during and after language study abroad: Insights from Arabic. Foreign Language Annals, 48(1), 5–25. 10.1111/flan.12127
    https://doi.org/10.1111/flan.12127 [Google Scholar]
  44. Simard, D. , & Jean, G.
    (2011) An exploration of L2 teachers’ use of pedagogical interventions devised to draw L2 learners’ attention to form. Language Learning, 61(3), 759–785. 10.1111/j.1467‑9922.2011.00656.x
    https://doi.org/10.1111/j.1467-9922.2011.00656.x [Google Scholar]
  45. Soliman, A.
    (2008) The changing role of Arabic in religious discourse: A sociolinguistic study of Egyptian Arabic [Unpublished doctoral dissertation]. Indiana University of Pennsylvania.
    [Google Scholar]
  46. Taguchi, N.
    (2011) Teaching pragmatics: Trends and issues. Annual Review of Applied Linguistics, 31, 289–310. 10.1017/S0267190511000018
    https://doi.org/10.1017/S0267190511000018 [Google Scholar]
  47. van Compernolle, R. A. , Gomez-Laich, M. P. , & Weber, A.
    (2016) Teaching L2 Spanish sociopragmatics through concepts: A classroom based study. The Modern Language Journal, 100(1), 341–361. 10.1111/modl.12318
    https://doi.org/10.1111/modl.12318 [Google Scholar]
  48. van Compernolle, R. A. , & Henery, A.
    (2014) Instructed concept appropriation and L2 pragmatic development in the classroom. Language Learning, 64(3), 549–578. 10.1111/lang.12054
    https://doi.org/10.1111/lang.12054 [Google Scholar]
  49. van Compernolle, R. A. , & Williams, L.
    (2012) Promoting sociolinguistic competence in the classroom zone of proximal development. Language Teaching Research, 16(1), 39–60. 10.1177/1362168811423340
    https://doi.org/10.1177/1362168811423340 [Google Scholar]
  50. (2013) The effect of instruction on language learners’ sociolinguistic awareness: An empirical study with pedagogical implications. System, 41(2), 298–306. 10.1016/j.system.2013.02.001
    https://doi.org/10.1016/j.system.2013.02.001 [Google Scholar]
  51. Versteegh, K.
    (2001) Linguistic contacts between Arabic and other languages. Arabica, 48(4), 470–508. 10.1163/157005801323163825
    https://doi.org/10.1163/157005801323163825 [Google Scholar]
  52. Younes, M.
    (1995) Elementary Arabic: Integrated approach: Student Workbook. Yale University Press.
    [Google Scholar]
  53. (2015) The integrated approach to Arabic instruction. Routledge.
    [Google Scholar]
  54. (2018) To separate or to integrate, that is the question: The Cornell Arabic program model. In M. Al-Batal (Ed.), Arabic as one language: Integrating dialect in the Arabic language curriculum (pp. 23–35). Georgetown University Press.
    [Google Scholar]
  55. Zaki, M. & Palmer, J.
    (2018) Integration and students’ perspectives in a multidialectal environment. In M. Al-Batal (Ed.), Arabic as one language: Integrating dialect in the Arabic language curriculum (pp. 279–297). Georgetown University Press.
    [Google Scholar]
/content/journals/10.1075/ap.19022.nas
Loading
/content/journals/10.1075/ap.19022.nas
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error