Join us for a special episode of QFI’s podcast All Things Arabic podcast in celebration of World Arabic Language Day, premiering December 18, 2024! Titled Teaching Arabic in a Changing World: Perspectives from Educators, this episode is hosted by Caroline Sibley, Teaching Assistant Professor of Arabic at the University of North Carolina at Chapel Hill, and features a dynamic conversation with educators Layali Eshqaidef,  Founder and President of Kalimah Programs for Arabic Culture and Arts, Potomac, MD, and Alexander Porcelli, Arabic Instructor at the Washington Latin Public Charter School, Washington, DC.

Together, they explore the evolving landscape of Arabic language education, discussing innovative approaches to engage students across primary, secondary, and university levels, foster community connections through immersive learning, and address critical challenges such as teacher training gaps, curriculum development, and misconceptions about Arabic. 

The podcast, led by educators for educators, serves to address critical challenges, spark innovative ideas, and foster thought leadership—all in support of advancing Arabic education globally, a mission proudly supported by QFI. 

Contact information

We welcome comments or suggestions. Contact us at [email protected].

Disclaimer: The views and opinions expressed by the hosts and guests are solely their own and do not reflect the views of QFI. QFI does not endorse any products or services mentioned.

QFI is an organization committed to advancing the value of teaching and learning Arabic as a global language. Visit our website to learn more, qfi.org.

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The Study of Adolescent Lives after Migration to America (SALaMA) seeks to assess the mental health and psychosocial wellbeing of high school students who have been – or whose parents have been – resettled to the US from the MENA region. QFI partnered with Washington University in St. Louis in and a number of school districts and local refugee resettlement agencies around the US to uncover the true impact of displacement on mental health.  

In this episode, Ilana Seff, Jeremy Aldrich, and Cyril Bennouna discuss what they’ve found and how educators, administrators, and schools can foster a healthy academic and social environment for resettled students. This episode explores the study's origins, key strategies for assisting students and families, and the empowering PhotoVoice project, which amplified students' stories and identities. This research highlights the importance of fostering resilience and inclusivity for resettled communities.

Glossary: 

• Study of Adolescent Lives after Migration to America (SALaMA): SALaMA is a mixed-methods study that is conducted by Washington University in St. Louis and QFI in partnership with a number of school districts and local refugee resettlement agencies around the country. The study deals with the mental health and psychosocial well-being of high school students from families resettled from the MENA region. Its takeaways are aimed at improving the lives of these students in the future, by applying the acquired learnings. Learn more: https://adolescentmigrationstudy.wustl.edu/  
• PhotoVoice: The SALaMA Photovoice program, supported by QFI, empowers adolescents from Arab-majority countries who have resettled in the United States to explore and articulate their identities, heritage, and experiences through photography and personal reflection. As a sponsor of SALaMA Photovoice, QFI believes the program aligns with its mission by offering an innovative approach to promoting learning and using the Arabic language as a key element of embracing one's heritage and identity. 

Contact information

We welcome comments or suggestions. Contact us at [email protected].

Disclaimer: The views and opinions expressed by the hosts and guests are solely their own and do not reflect the views of QFI. QFI does not endorse any products or services mentioned.

QFI is an organization committed to advancing the value of teaching and learning Arabic as a global language. Visit our website to learn more, qfi.org.

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Are there lessons for Arabic language educators and admin in the way Scotland approaches language learning? In this episode of All Things Arabic, Fhiona Mackay, the Director of SCILT, explains how a hybrid teaching environment is helping students across the nation – even those in remote regions – learn Arabic.   

References: 

• Scotland’s National Centre for Languages 
• Common European Framework of Reference for Languages  

Glossary of terms: 

• SCILT - Scotland’s National Centre for Languages 
• National Qualifications – exams taken by students in the Scottish school system, studied in secondary schools and in colleges of further education 

Contact information

We welcome comments or suggestions. Contact us at [email protected].

Disclaimer: The views and opinions expressed by the hosts and guests are solely their own and do not reflect the views of QFI. QFI does not endorse any products or services mentioned.

QFI is an organization committed to advancing the value of teaching and learning Arabic as a global language. Visit our website to learn more, qfi.org.

Follow us on: Twitter | Facebook | Instagram | LinkedIn | YouTube

Learning Arabic can unlock new opportunities for both professional and personal growth. 

In this episode, four former students of Arabic meet for the first time and discuss how learning the language shaped their lives and led them to their current career paths. 

Listen as each guest reflects on how their study of Arabic has led them to where they are, and how it greatly enriched their careers and their personal lives. 

Visit the Project Perseverance website to learn more about the guests: https://bit.ly/3AxXBYi  

References: 

Project Perseverance: https://hum.byu.edu/project-perseverance 

Contact information

We welcome comments or suggestions. Contact us at [email protected].

Disclaimer: The views and opinions expressed by the hosts and guests are solely their own and do not reflect the views of QFI. QFI does not endorse any products or services mentioned.

QFI is an organization committed to advancing the value of teaching and learning Arabic as a global language. Visit our website to learn more, qfi.org.

Follow us on: Twitter | Facebook | Instagram | LinkedIn | YouTube

Incorporating art, music, and calligraphy into Arabic classrooms enhances students’ linguistic and cultural knowledge—and makes space for fun and creativity. 

Ustaaza Ibtissam, a dedicated educator with over 20 years of experience teaching French and Arabic to both native and non-native speakers, shares how she connects classrooms in North America with refugees and teachers in Lebanon, promoting cultural learning and fostering strong relationships between Arabic teachers and the community. 

References: 

• Craft and Talk: An educational enterprise that delivers quality artistic lessons in the language classroom by talented and native educators, mainly refugees and displaced, from all over the world: https://craftntalk.com  
• QFI's Arabic Teacher Excellence Award: This annual award recognizes Arabic language educators at state-funded, primary and secondary schools for their dedication, commitment, and effort to provide quality Arabic language education to their students in innovative ways:  https://www.qfi.org/news/qfi-arabic-teaching-excellence-awards-launch/

Glossary: 

• ISD: Independent school district 

Contact information

We welcome comments or suggestions. Contact us at [email protected].

Disclaimer: The views and opinions expressed by the hosts and guests are solely their own and do not reflect the views of QFI. QFI does not endorse any products or services mentioned.

QFI is an organization committed to advancing the value of teaching and learning Arabic as a global language. Visit our website to learn more, qfi.org.

Follow us on: Twitter | Facebook | Instagram | LinkedIn | YouTube

So far in All Things Arabic, we’ve heard from teachers, students, administrators, and researchers about Arabic language education. But what do parents of Arabic learners have to say about the language? 

In the latest episode, hear from Kelly, the parent of an Arabic learner at a secondary school in Chicago. Kelly shares her perspective on Arabic and the opportunities it has offered her daughter, Kendall. 

References: 

• Arabic Honor Society: https://www.qfi.org/students/arabic-honor-society/  
• 2022 FIFA Men's World Cup in Qatar: The FIFA World Cup 2022™ in Qatar was the first edition of the tournament to be hosted in the Arab World 

Glossary: 

• CIEE study abroad program: The Council on International Educational Exchange, a non-profit organization promoting international education and exchange: https://www.ciee.org  
• NSLI-Y youth program: NSLI-Y provides intensive language immersion programs in locations around the world: https://www.nsliforyouth.org  
• CPS: Chicago Public School 
• Arabic TA: Arabic Teaching Assistant 

Contact information

We welcome comments or suggestions. Contact us at [email protected].

Disclaimer: The views and opinions expressed by the hosts and guests are solely their own and do not reflect the views of QFI. QFI does not endorse any products or services mentioned.

QFI is an organization committed to advancing the value of teaching and learning Arabic as a global language. Visit our website to learn more, qfi.org.

Follow us on: Twitter | Facebook | Instagram | LinkedIn | YouTube

What’s the secret to expanding an Arabic program at a secondary school and building a love of language learning among students? 

Ustaaz Fadi  has played a vital role in the creation, expansion and management of the World Language Curriculum at a state-funded school in Chicago. Hear from Fadi about his experience teaching Arabic and engaging students and communities, as well as his advice for teachers and administrators. 

References: 

• ACTFL: https://www.actfl.org  
• Global Seal of Biliteracy: an organization that offers a digital, portable credential for language proficiency: https://theglobalseal.com/international-landing  
• Journal Article: “Expanding Assessment Options for Learners and Speakers of Less Commonly Tested Languages”:  https://ncta.memberclicks.net/assets/docs/JNCTA/04.14.23%20-%20NCTA%20Journal%20of%20Testing%20Vol%206%2C.pdf  

Glossary: 

• CI Activity: Comprehensible Input Activity 
• TPRS: Teaching Proficiency Through Reading and Storytelling 
• AP curriculum: The AP Program offers college-level courses and exams that students take in secondary schools in the US 
• CIEE: The Council on International Educational Exchange is a non-profit organization promoting international education and exchange 
• ACTFL:  American Council on the Teaching of Foreign Languages 

Contact information

We welcome comments or suggestions. Contact us at [email protected].

Disclaimer: The views and opinions expressed by the hosts and guests are solely their own and do not reflect the views of QFI. QFI does not endorse any products or services mentioned.

QFI is an organization committed to advancing the value of teaching and learning Arabic as a global language. Visit our website to learn more, qfi.org.

Follow us on: Twitter | Facebook | Instagram | LinkedIn | YouTube

Research is providing vital information on the impact of teaching dialects alongside Modern Standard Arabic (MSA). Historically, MSA was the primary form of Arabic taught and learned, but in the past 10 years the use of spoken dialects has expanded in classrooms 

Guests Dr. Rasha Soliman, Associate Professor of Arabic Language and Linguistics at University of Leeds in England and Dr. Lizz Huntley, instructor of Arabic and Linguistics at the University of Colorado Denver discuss the debate surrounding the teaching of Arabic varieties and their research within it. They address questions such as whether dialects should be taught alongside Modern Standard Arabic, and what impact incorporating dialects has on student learning outcomes.  

References: 

• Dr. Soliman mentions a 2016 study that she participated in, “Teaching Arabic as a Foreign Language in the UK”: https://bit.ly/3QM1P3U  
  
  
• QFI Call for Research Proposals: In 2021, QFI put out a call for research proposals on teaching Arabic as a global language in schools. Rasha submitted to that Call and received a research award for her work on this topic.  
  
  
• Guidelines and Research Report: https://bit.ly/3ymc6gU  
  
  
• “We Can Learn Arabic”: open access video and audio resource for novice and intermediate learners curated by Dr. Emma Trentman: https://bit.ly/4dBCumV  
  
  
• Dr. Lizz Huntley’s website & links to research:  
  • https://bit.ly/4bGztA9  
  • https://bit.ly/4bzUZq6 

Glossary: 

• GCSE: The General Certificate of Secondary Education is a set of qualifying exams in England, Wales, and Northern Ireland.  
• A-Level, or Advanced-Level exam: a subject-based leaving qualification offered in England, Wales, and Northern Ireland  
• CASA: Consortium for Advanced Studies Abroad 
• MSA: Modern Standard Arabic  
• FuSHa: Arabic term for formal Arabic. Synonymous with MSA/classical Arabic. 
• DEI initiatives: Diversity, equity, and inclusion initiatives 
• Dialects: A form of language spoken by a subset of a population 
• Variety: A distinctive form of a language or linguistic expression. 
• Colloquial: Language used in an informal or familiar context; not formal or literary 
• Register: The conveyed formality of speech as determined by the social context

**Note that in this episode, Dialect, Variety, Colloquial, and Register are often used interchangeably 

Contact information

We welcome comments or suggestions. Contact us at [email protected].

Disclaimer: The views and opinions expressed by the hosts and guests are solely their own and do not reflect the views of QFI. QFI does not endorse any products or services mentioned.

QFI is an organization committed to advancing the value of teaching and learning Arabic as a global language. Visit our website to learn more, qfi.org.

Follow us on: Twitter | Facebook | Instagram | LinkedIn | YouTube

In Ireland, a unique pilot program for students from Syria provided intensive English and Arabic language lessons to help improve literacy over the summer of 2023. Many of these students had missed years of education and had poor language skills in both English and Arabic. This pilot, implemented based on findings from the SALaM Ireland research project, pioneers a path forward for boosting both mother tongue literacy and English language acquisition for refugee learners. 

Guests Yvonne Leckey, Project Manager of SALaM Ireland and Trudy Rossiter, Deputy Principal at a participating school, share about the research behind the project and its impact. 

References: 

• SALaMA: The Study of Adolescent Lives after Migration to America is a mixed-methods research study which examines the mental health of adolescents after migrating to the United States. It is led by Washington University, St Louis (Principal Investigator, Professor Lindsay Stark) in partnership with QFI. https://sites.wustl.edu/salama/ 
• SALaM Ireland: The Study of Adolescent Lives after Migration to Ireland is a collaborative, school-based project conducted in Ireland as part of the larger SALaMA research initiative. https://cmhcr.eu/salam/  
• LEARNS: Language Enrichment for ARabic-speaking adolesceNts in Schools is the pilot program implemented based on findings from the SALaM Ireland Study. 

Glossary: 

• SALaMA: the Study of Adolescent Lives after Migration to America 
• SALaM Ireland: the Study of Adolescent Lives after Migration to Ireland 
• IRPP: Irish Refugee Protection Program  
• EAL: English as an Additional Language 
• LEARNS: Language Enrichment for ARabic-speaking adolesceNts in Schools 
• ESL: English as a Second Language; 
• CBA: Classroom-Based Assessments 

Contact information

We welcome comments or suggestions. Contact us at [email protected].

Disclaimer: The views and opinions expressed by the hosts and guests are solely their own and do not reflect the views of QFI. QFI does not endorse any products or services mentioned.

QFI is an organization committed to advancing the value of teaching and learning Arabic as a global language. Visit our website to learn more, qfi.org.

Follow us on: Twitter | Facebook | Instagram | LinkedIn | YouTube

This episode explores the reality of teaching Arabic in Germany through the lens of assessments, including process, problems, and successes. Dr. Peter Konerding, an Arabic teacher and the coordinator of the Center for the Arabic Language, discusses what the situation is and how CEFR standards can be applied to Arabic in Germany. 

References: 

• German Arabic Teacher Association: https://vdal-d.de/  
• Salzmannschule Schnepfenthal: https://www.salzmannschule.de/  

Glossary of terms: 

• CEFR: The Common European Framework of Reference for Languages (CEFR), an international standard for describing abilities of foreign language learners. 

Contact information

We welcome comments or suggestions. Contact us at [email protected].

Disclaimer: The views and opinions expressed by the hosts and guests are solely their own and do not reflect the views of QFI. QFI does not endorse any products or services mentioned.

QFI is an organization committed to advancing the value of teaching and learning Arabic as a global language. Visit our website to learn more, qfi.org.

Follow us on: Twitter | Facebook | Instagram | LinkedIn | YouTube