Teaching Arabic to Children and Youth in the United States: Between Love and Indictment

Autor/in	Deiri, Youmna
Titel	Teaching Arabic to Children and Youth in the United States: Between Love and Indictment
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 7, S.817-829 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Deiri, Youmna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.1989372
Schlagwörter	Arabic; Bilingual Teachers; Second Language Instruction; Teaching Methods; Barriers; Social Bias; Political Issues; Ideology; Bilingual Education; Arabs; Native Language Instruction; Elementary Secondary Education; Racism; Ethnicity; Muslims; Altruism; Immigrants; Colonialism; Ohio + Suchen Sie Ihr Suchwort? Arabisch; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Politischer Faktor; Ideologie; Bilingual teaching; Bilingualer Unterricht; Arab; Araber; Native language education; Muttersprachlicher Unterricht; Rassismus; Ethnizität; Muslim; Muslimin; Altruistic behavior; Altruismus; Immigrant; Immigrantin; Immigranten; Kolonialismus
Abstract	This bilingual qualitative study draws on translingual interviews conducted in 2017 and 2018 with seven Arabic bilingual teachers in Central Ohio, United States. The conceptual framework centers on raciolinguistic perspective and decolonial love pedagogies. The interview questions focused on: teachers' pedagogical practices and challenges and opportunities (educational, social, and political) that they face while teaching Arabic. Findings assert that the teachers had a deep understanding of the impact of raciolinguistic ideologies and perspective on teaching Arabic and highlighted the implicit and explicit sociopolitical constraints that limit their students' ability to use Arabic in contexts beyond the home environment. The findings also suggested that the bilingual Arabic teachers wrote themselves and their students differently from the raciolinguistic perspective imposed on them by focusing on decolonial love pedagogies. The implications require more radical intimate inquiry in the light of Orientalist and neoliberal politics of bilingual education in U.S. that pertain to Arabic education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01