Integrating Colloquial Arabic into the Arabic L2 Curriculum:

Nassif, Lama

doi:10.2307/j.ctv1fj85jd.14

Cited by 2 publications

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“…Multidialectal training presented a major step toward better familiarizing L2 Arabic learners with sociolinguistic nuances of Arabic use, and has been adapted to a variety of formats and settings (See Al‐Batal, 2018; Belnap, 2018; Featherstone, 2018; Younes, 2018). Nevertheless, very little research has investigated how L2 Arabic learners respond to this simultaneous MSA‐CA training (See Al Masaeed, 2020, 2021; Leddy‐Cecere, 2018; Nassif, 2018, 2021), nor how this training supports the development of their sociolinguistic repertoire and metasociolinguistic awareness as measured by learners' reflections.…”

Section: Literature Review: Code Choice and L2 Arabic Learningmentioning

confidence: 99%

“…A focus on the development of sociolinguistic competence among L2 learners also contributes more broadly to the growing body of research on codeswitching and linguistic agency in world language instruction and acquisition (e.g., García & Wei, 2014; Leung & Valdés, 2019). As students learn about code choice and code use, they learn to see linguistic norms as socially situated, rather than universal, which helps to counteract the monolingual (or perhaps mono‐dialectal) ideologies that have long dominated in the field (Barros et al, 2021; Cummins, 2007), including in Arabic language teaching (Al Masaeed, 2020, 2021; Nassif, 2018, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Sociolinguistic awareness in L2 Arabic: A study of learners' code use repertoires

Nassif,

Shapiro

2023

Foreign Language Annals

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Code use, including codeswitching and/or style‐shifting, is an important but undertaught aspect of L2 sociolinguistic competence, and an important aspect of L2 learners' translanguaging repertoires. This study examines code use in Arabic—a diglossic language with distinct social uses for the prestige variety (Modern Standard Arabic, MSA) and Colloquial Arabic (CA). The study involved 10 participants who were third‐year, L2 learners of Arabic in a multidialectal program, and focused on the questions: (1) What types of metasociolinguistic awareness are evident among advanced learners of Arabic who have had multidialectal training? (2) To what extent is this awareness reflected in their productions? Data collection included a language learning history survey, spoken and written productions in Arabic, and an English interview. Findings show that participants had a complex awareness of MSA‐CA use that could be further expanded through instruction, suggesting that the trajectory of sociolinguistic competence development is complex, nonlinear, and influenced by instructional, social, and idiolectal factors. This study has important scholarly and pedagogical implications, and is linked to the rapidly growing body of scholarship on translanguaging practices and pedagogies.

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Section: Literature Review: Code Choice and L2 Arabic Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Sociolinguistic awareness in L2 Arabic: A study of learners' code use repertoires

Nassif,

Shapiro

2023

Foreign Language Annals

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“…One study (Shiri and Joukhadar 2018) relied on classroom observations and end-of-semester skits. Another study (Nassif 2018) used end-of-9 Alhawary (2013) suggests that such an approach would require more learning time as well as for forms and functions belonging to different codes to be drilled and practised in different contexts, at least on par with synonym learning (p. 31). In addition, a recent study on Arabic L2 lexical stress by L1 English and L1 Chinese learners of Arabic (Lin and Alhawary 2018) did not reveal proficiency effects (i.e., learning gains) from first to second year learning even for frequent stress patterns and even though the participants were exposed to one variety (MSA).…”

Section: Arabic Second Language Pedagogy: One Path or Multiple Paths ...mentioning

confidence: 99%

The Cambridge Handbook of Arabic Linguistics

2021

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Arabic linguistics encompasses a range of language forms and functions from formal to informal, classical to contemporary, written to spoken, all of which have vastly different research traditions. Recently however, the increasing prominence of new methodologies such as corpus linguistics and sociolinguistics have allowed Arabic linguistics to be studied from multiple perspectives, revealing key discoveries about the nature of Arabic-in-use and deeper knowledge of traditional fields of study. With contributions from internationally renowned experts on the language, this handbook provides a state-of-the-art overview of both traditional and modern topics in Arabic linguistics. Chapters are divided into six thematic areas: applied Arabic linguistics, variation and sociolinguistics, theoretical studies, computational and corpus linguistics, new media studies and Arabic linguistics in literature and translation. It is an essential resource for students and researchers wishing to explore the exciting and rapidly moving field of Arabic linguistics.

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Integrating Colloquial Arabic into the Arabic L2 Curriculum:

Cited by 2 publications

References 0 publications

Sociolinguistic awareness in L2 Arabic: A study of learners' code use repertoires

Sociolinguistic awareness in L2 Arabic: A study of learners' code use repertoires

The Cambridge Handbook of Arabic Linguistics

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