Teaching and Learning Arabic as a Foreign Language: A Guide for Teachers by Karin C. Ryding (review)
- Teaching and Learning Arabic as a Foreign Language: A Guide for Teachers by Karin C. Ryding
In her most recent book, Teaching and Learning Arabic as a Foreign Language (the Guide, henceforth), Karin Ryding shares her vast expertise in teaching Arabic in academia and the government with current and prospective teachers. It surpasses many such “guides” authored for second and foreign language teachers. The Guide comprises seven parts subdivided into twenty chapters, six appendices, references, and an index. The prefatory material includes a foreword by Roger Allen (another major figure in the Arabic field), acknowledgments, a list of abbreviations and acronyms, and an introduction by the author. The foreword in itself makes an excellent review of the book. In her introduction, Ryding raises some key issues in Arabic, thus setting the stage for a more detailed discussion of them in subsequent chapters. Each chapter ends with study questions and activities, a list of further reading, and notes. This feature is very useful to the serious reader, especially teachers.
The Guide is more comprehensive in terms of scope and topics covered than other handbooks geared toward Arabic teachers and specialists (e.g., Al-Batal 1995; Alosh 2000, 2005; Rouchdy 1992; Wahba, Taha, and England 2006). In chapter 1, the author acknowledges the existence of teachers who are either native speakers of Arabic or native speakers of English. It focuses on ten important pedagogical principles [End Page 139] that are beneficial to the members of both categories. All ten principles selected are essential for effective teaching. However, one of them stands out. It concerns the language used by the teacher in the classroom. From my experience with novice as well as experienced teachers, there is a tendency by native Arabic speakers to prefer using English (in many cases less-than-perfect English) rather than Arabic. This phenomenon has a two-pronged detrimental effect on teaching, one psychological, and the other pedagogical. Psychologically, this tells students that they need English in order to learn Arabic. Pedagogically, it takes time away from the opportunity to hear Arabic and understand it. It’s a widespread fallacy that even its opponents hedge when they advise against its use.
Chapter 2 focuses on the integral relationship between theory and practice. It reviews major theories in foreign language learning and explains briefly, though adequately, the difference between theory, hypothesis, and construct. It tells us that it is imperative to define constructs such as “Arabic” in order to build valid theories. The theories reviewed pertain to the disciplines of psychology, linguistics, and applied linguistics. Chapter 3 deals with professionalism and professional standards. It covers aspects of practice that lead to professionalism in teaching.
Chapter 4 in part 2 lays out a few traditional approaches and methods for second language teaching. The author shows some characteristics and drawbacks, and demonstrates sample drills in Arabic. Chapter 5 discusses more recent and current approaches and methods. In this manner, the teacher can make informed choices.
Part 3, divided into three chapters, covers issues pertaining to curricula, syllabi, instructional material, resources, and assessment. Chapter 6 clarifies key issues in setting goals and examines how the diglossic situation would impact this process. The issues include the role of study abroad and how to deal with heritage learners. Ryding makes an important distinction between training and academic curricula. She touches on language proficiency vis-à-vis performance and picks up proficiency again in chapter 8. She briefly and lucidly explains syllabus types. Chapter 7 discusses selecting textbooks and other ancillary material. It also addresses the question of integrating technology into language teaching. Chapter 8 is devoted to assessment of learning outcomes in general, but the author makes a useful distinction between measurement (i.e., testing), assessment, and evaluation. She also discusses proficiency versus achievement testing. Here she revisits the 2012 ACTFL language-proficiency guidelines, although briefly.
Chapter 9 is about classroom management. The author identifies eleven positive teacher qualities—none, however, of a teacher in a learner-centered classroom...
