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Vestiges of monolingual bias are present in the portrayal of study
abroad as an idealized monolingual immersion experience and the
steps many programs take to encourage or enforce target language
monolingualism. In reality, study abroad is often inherently
multilingual. This book addresses the need for a recognition of the
multilingual realities of study abroad across a variety of
traditional and non-traditional national contexts and target
languages. The chapters examine multilingual socialization and
translanguaging with peers, local hosts and instructors; how the
target language is necessarily entwined in global, local and
historical contexts; and how students negotiate the use of local
and global varieties of English. Together the chapters present a
powerful argument for scholars and study abroad practitioners to
consider and critically incorporate multilingual realities into
their research and planning.
Vestiges of monolingual bias are present in the portrayal of study
abroad as an idealized monolingual immersion experience and the
steps many programs take to encourage or enforce target language
monolingualism. In reality, study abroad is often inherently
multilingual. This book addresses the need for a recognition of the
multilingual realities of study abroad across a variety of
traditional and non-traditional national contexts and target
languages. The chapters examine multilingual socialization and
translanguaging with peers, local hosts and instructors; how the
target language is necessarily entwined in global, local and
historical contexts; and how students negotiate the use of local
and global varieties of English. Together the chapters present a
powerful argument for scholars and study abroad practitioners to
consider and critically incorporate multilingual realities into
their research and planning.
For decades, students learning the Arabic language have begun with
Modern Standard Arabic (MSA) and then transitioned to learning
spoken Arabic. While the MSA-first approach neither reflects the
sociolinguistic reality of the language nor gives students the
communicative skills required to fully function in Arabic, the
field continues to debate the widespread adoption of this approach.
Little research or evidence has been presented about the
effectiveness of integrating dialect in the curriculum. With the
recent publication of textbooks that integrate dialect in the
Arabic curriculum, however, a more systematic analysis of such
integration is clearly becoming necessary. In this seminal volume,
Mahmoud Al-Batal gathers key scholars who have implemented
integration to present data and research on the method's success.
The studies address curricular models, students' outcomes, and
attitudes of students and teachers using integration in their
curricula. This volume is an essential resource for all teachers of
Arabic language and those working in Teaching Arabic as a Foreign
Language (TAFL).
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