Examining instructional contexts and student beliefs in Arabic teacher recruitment

Repository record updated on:

Nov. 18, 2022, 12:05 p.m.

Database record updated on:

Nov. 19, 2022, 9 p.m.

Last Harvested on:

Nov. 19, 2022, 9 p.m.

bitstream:

['https://scholarspace.manoa.hawaii.edu/bitstreams/f66efd13-ea6f-41f2-b14e-b01bb6316c67/download']

bitstream_txt:

['https://scholarspace.manoa.hawaii.edu/bitstreams/086a2587-7415-481a-828c-a11483977631/download']

collection:

Volume 03 - Issue 1

contributor.author:

Back, Michele Oulbeid, Brahim

date.accessioned:

2022-10-24T21:07:51Z

date.available:

2022-10-24T21:07:51Z

date.issued:

2022-11-01

description.abstract:

Although enrollments in Arabic postsecondary programs increased substantially in the early 21st century, the lack of robust teacher training, combined with an ongoing decline in world language (WL) enrollments overall, has underscored the need for continued teacher recruitment in Arabic and other less commonly taught languages (LCTLs). In this exploratory study we evaluate student perceptions of WL teaching through the partial implementation of Arabic-language teacher recruitment modules based on ACTFL’s Educator Rising 2.0 initiative, as well as the role of instructors and instructional contexts in this implementation. Although survey findings did not show a significant increase in interest in becoming an Arabic teacher, interviews with the instructors and two focal students point to the importance of instructor context and student history in the success of teacher recruitment initiatives in Arabic classrooms. We conclude with recommendations for future research and LCTL teacher recruitment

endingpage:

80

identifier.citation:

Back, M., & Oulbeid, B. (2022). Examining instructional contexts and student beliefs in Arabic teacher recruitment. Second Language Research & Practice, 3(1), 62–80. http://hdl.handle.net/10125/69868

identifier.issn:

2694-6610

identifier.uri:

https://hdl.handle.net/10125/69868

number:

1

publicationname:

Second Language Research & Practice

publisher:

University of Hawaii National Foreign Language Resource Center (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center)

site_url:

/item/400

startingpage:

62

subject:

Teaching Arabic as a Foreign Language diversification decentering colloquial Arabic curriculum design

title:

Examining instructional contexts and student beliefs in Arabic teacher recruitment

type:

Article

type.dcmi:

Text

volume:

3