Developing the Linguistic Repertoire and Translanguaging Skills of Learners of Arabic as an Additional Language
Arabic has been held up as a model of diglossia with Modern Standard Arabic (MSA) representing the “high” variety and local dialects the “low” variety. Yet, Arabic is not merely two language varieties, and Arabic speakers do not merely switch between the two. Arabic speakers, instead, draw on an arr...
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| Format: | Article |
| Language: | English |
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National Council of Less Commonly Taught Languages
2023-03-01
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| Series: | Journal of the National Council of Less Commonly Taught Languages |
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| Online Access: | https://ncolctl.org/wp-content/uploads/2023/05/Developing-the-Linguistic-Repertoire-and-Translanguaging-Skills-of-Learners-of-Arabic-as-an-Additional-Language.pdf |
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| author | Vance Schaefer Yasmine Sedeek Tamara Warhol |
| author_facet | Vance Schaefer Yasmine Sedeek Tamara Warhol |
| author_sort | Vance Schaefer |
| collection | DOAJ |
| description | Arabic has been held up as a model of diglossia with Modern Standard Arabic (MSA) representing the “high” variety and local dialects the “low” variety. Yet, Arabic is not merely two language varieties, and Arabic speakers do not merely switch between the two. Arabic speakers, instead, draw on an array of linguistic features along a heteroglossic continuum between MSA and vernacular varieties (including sociolects). Features are deployed in daily interactions triggered by formality, education, gender, stancetaking, and other variables. Understanding how to successfully deploy these features – translanguaging – is part of Arabic speakers’ communicative competence. Translanguaging, however, poses a challenge for learners of Arabic as an additional language. In response, greater emphasis on sociolinguistic competence is advocated to develop learners’ proficiency to more effectively function in Arabic-speaking communities. We suggest enhancing metalinguistic awareness early on through pragmatic-focused task-based activities scaffolded by explicit instruction about the forms and functions of Arabic features. |
| first_indexed | 2024-03-13T10:08:56Z |
| format | Article |
| id | doaj.art-d55701a312794af7a617231e3c519316 |
| institution | Directory Open Access Journal |
| issn | 1930-9031 2689-2979 |
| language | English |
| last_indexed | 2024-03-13T10:08:56Z |
| publishDate | 2023-03-01 |
| publisher | National Council of Less Commonly Taught Languages |
| record_format | Article |
| series | Journal of the National Council of Less Commonly Taught Languages |
| spelling | doaj.art-d55701a312794af7a617231e3c5193162023-05-22T08:01:14ZengNational Council of Less Commonly Taught LanguagesJournal of the National Council of Less Commonly Taught Languages1930-90312689-29792023-03-0134265344Developing the Linguistic Repertoire and Translanguaging Skills of Learners of Arabic as an Additional LanguageVance Schaefer0Yasmine Sedeek1Tamara Warhol2The University of MississippiThe University of MississippiThe University of MississippiArabic has been held up as a model of diglossia with Modern Standard Arabic (MSA) representing the “high” variety and local dialects the “low” variety. Yet, Arabic is not merely two language varieties, and Arabic speakers do not merely switch between the two. Arabic speakers, instead, draw on an array of linguistic features along a heteroglossic continuum between MSA and vernacular varieties (including sociolects). Features are deployed in daily interactions triggered by formality, education, gender, stancetaking, and other variables. Understanding how to successfully deploy these features – translanguaging – is part of Arabic speakers’ communicative competence. Translanguaging, however, poses a challenge for learners of Arabic as an additional language. In response, greater emphasis on sociolinguistic competence is advocated to develop learners’ proficiency to more effectively function in Arabic-speaking communities. We suggest enhancing metalinguistic awareness early on through pragmatic-focused task-based activities scaffolded by explicit instruction about the forms and functions of Arabic features.https://ncolctl.org/wp-content/uploads/2023/05/Developing-the-Linguistic-Repertoire-and-Translanguaging-Skills-of-Learners-of-Arabic-as-an-Additional-Language.pdfheteroglossialinguistic repertoiresociolinguistic competencetranslanguagingcodeswitchingcodemixingstyleshiftingpragmatic-focused task-based language teaching |
| spellingShingle | Vance Schaefer Yasmine Sedeek Tamara Warhol Developing the Linguistic Repertoire and Translanguaging Skills of Learners of Arabic as an Additional Language Journal of the National Council of Less Commonly Taught Languages heteroglossia linguistic repertoire sociolinguistic competence translanguaging codeswitching codemixing styleshifting pragmatic-focused task-based language teaching |
| title | Developing the Linguistic Repertoire and Translanguaging Skills of Learners of Arabic as an Additional Language |
| title_full | Developing the Linguistic Repertoire and Translanguaging Skills of Learners of Arabic as an Additional Language |
| title_fullStr | Developing the Linguistic Repertoire and Translanguaging Skills of Learners of Arabic as an Additional Language |
| title_full_unstemmed | Developing the Linguistic Repertoire and Translanguaging Skills of Learners of Arabic as an Additional Language |
| title_short | Developing the Linguistic Repertoire and Translanguaging Skills of Learners of Arabic as an Additional Language |
| title_sort | developing the linguistic repertoire and translanguaging skills of learners of arabic as an additional language |
| topic | heteroglossia linguistic repertoire sociolinguistic competence translanguaging codeswitching codemixing styleshifting pragmatic-focused task-based language teaching |
| url | https://ncolctl.org/wp-content/uploads/2023/05/Developing-the-Linguistic-Repertoire-and-Translanguaging-Skills-of-Learners-of-Arabic-as-an-Additional-Language.pdf |
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