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This study investigates the current situation of Arabic education in the United States with an overarching question of, What is the best way for a student of Arabic in the United States to achieve Superior proficiency? This study focuses on two elite institutions of Arabic education in the United States. This study is based on 3 sources of information from the two programs: curriculum review, teacher interviews, and student conversations and interviews. Five aspects of the Second Language Acquisition process are evaluated and analyzed to assess their role in helping students achieve Superior proficiency in the Arabic language. The findings of this research show that there are certain elements that contribute to a student achieving the higher levels of Arabic proficiency. In addition, there are certain factors that will hinder a student from achieving Superior level and beyond. This study includes a previously unidentified aspect of the SLA process that will help both the Arabic teacher and student on the foreign language journey to Superior proficiency and beyond. The study concludes by suggesting some new directions for Arabic language instruction that may help increase the number of students who reach Superior proficiency. (Contains 1 table and 3 figures.)

Descriptors: Semitic Languages, Teacher Attitudes, Language Fluency, Second Language Instruction, Interviews, Curriculum Evaluation, Student Attitudes, Barriers, Language Teachers, Student Motivation, Teacher Role, Student Role, Educational Technology, Educational Environment, Ideology, College Students





Autor: Beaty, Kevin James

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3846&id=ED503622



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