Arabic complementary schools in England: language and Fundamental British Values

Abstract

Heritage language education is not included in the national curriculum in England and therefore formal learning and teaching of heritage languages is primarily achieved through complementary schools, which are part-time, community-led and linked to various ethnic and national backgrounds. This study focuses on Arabic complementary schools and explores educational practices for teaching Arabic. The study also explores how pupils and teachers conceptualise, construct and manifest their linguistic and social identity, especially with regard to the context that is informed by the promotion of so-called Fundamental British Values (FBV). Observations are based on data from interviews with pupils, teachers and headteachers from three Arabic complementary schools across England. A qualitative analysis of the data reveals that the schools are strongly commited to tolerance and respect, which are part of the FBV; as well as to inclusivity and community cohesion. The analysis also shows that Arabic plays an important role in the construction of community and linguistic identities in the current political environment of suspicion.

Supplementary schools with connections to religious organisations in the United Kingdom: A heuristic device for school leaders and researchers

“…Possible topics further research include exploring the perspectives of schools leaders and trustees about ideas and practices of accountability and quality of the educational experience and who they see as providing support and advice in the administration of the schools. It would be interesting to learn more about how do these school leaders and trustees seek to explain how their schools contribute to society (see Szczepek Reed, 2019), especially when there may be some people in government, schools and research bodies which do not have an appreciation of these possibilities. There might well be insights from supplementary schools with connections to religious organisations which could inform and improve practice in other educational settings.…”

“…Parents and families often get to know one another through places of worship (Dove, 1993; Jiwani, 2015). For many supplementary schools, a wish for holistic child development is a focus on culture and religion even if the explicit focus is on language acquisition or complementing mainstream schoolwork but that a school has a connection to a religious organisation does not mean that purpose is to proselytise in order to persuade someone to change their religious beliefs (MHCLG, 2010; Szczepek Reed et al, 2019).…”

“…Staff members may perceive little, if any, formal connection to a religious organisation; for example, in one Arabic language school, students learning Arabic said that it helped them to read the Qur’an, though the teachers did not explicitly make the link when speaking with researchers (Szczepek Reed et al, 2019). Supplementary schools set up to support Black African or Caribbean children often have, or had, an association with a church, but these schools are not always formally connected to Sunday School classes and the link could primarily be the use of the church’s premises (Andrews, 2016; Dove, 1993, Gerrard, 2013).…”

“…Yet, according to the research projects that have been conducted, there seems little truth in the stereotype of supplementary schools being poorly organised and dangerous places (Gregory et al, 2013; Maylor et al, 2010). The authors of a study of language and values in three Arabic complementary schools in different cities in England concluded that the ‘charges of radicalisation are entirely unfounded with regard to our sample of schools, and that instead the schools show a strong commitment to a consensual, democratic approach to diversity’ (Szczepek Reed et al, 2019: 62).…”

“…The school may be set up as a charitable incorporated organisation, charitable company (limited by guarantee), unincorporated association or a trust. For example, the three Arabic supplementary schools in Szczepek Reed et al’s. (2019) study distinguished themselves from Madrassas or Qur’anic schools linked to a mosque.…”