ABSTRACT

This paper provides an overview of UK Arabic language teaching in supplementary and mainstream schools from available research papers and provides a synopsis of recent developments in supporting Arabic teaching at school level and pathways to Higher Education. The largest study cited is the 2016 research collaboration between the British Council, the Universities of Leeds, Edinburgh, Goldsmiths, and London, and Alcantara Communications [Snowden et al. (2016. Teaching Arabic as a Foreign Language in the UK – Strand 1 Research: How Arabic is Being Taught in Schools. London: British Council)], exploring current teaching techniques, teachers’ perceptions of diglossia and variation in Arabic, and these are incorporated when designing teaching activities and materials. With surveys, interviews and lesson observations, Snowden et al. show teachers believe in the importance of communication as a learning aim and are familiar with the communicative approach but many base learning activities on traditional writing tasks and less on listening and speaking. It shows that Arabic diglossia remains a challenge with teachers stating that learning dialects is important, yet they struggle to find appropriate approaches and materials for it. This paper presents challenges faced by Arabic teachers including foundational teacher training, continuous professional development and material design, concluding with recent developments in supporting teaching Arabic as a community language and recommendations for addressing current challenges.

摘要

本文从现有的研究论文中概述了补充学校和主流学校的英国阿拉伯语教学，并概述了在学校层面支持阿拉伯语教学的最新发展以及通往高等教育的途径。引用的最大研究是 2016 年英国文化协会、利兹大学、爱丁堡大学、金史密斯大学和伦敦大学以及 Alcantara Communications 之间的研究合作 [Snowden et al. ( 2016 .在英国教授阿拉伯语作为一门外语 – Strand 1 研究：阿拉伯语是如何在学校教授的. 伦敦：英国文化协会）]，探索当前的教学技术、教师对双语和阿拉伯语变化的看法，这些都在设计教学活动和材料时被纳入。通过调查、访谈和课程观察，斯诺登等人。表明教师相信交流作为学习目标的重要性，并且熟悉交流方法，但许多学习活动基于传统的写作任务，而不是听力和口语。它表明阿拉伯语双语仍然是一个挑战，教师们表示学习方言很重要，但他们很难找到合适的方法和材料。本文介绍了阿拉伯教师面临的挑战，包括基础教师培训、持续专业发展和材料设计，