A Descriptive Case Study to Identify the Impactful Instructional Strategies that Support Arabic Students between Six to Twelve Year Olds in Becoming Proficient in the Development of Oral and Written Arabic Language

• Main Author: Najjar, Alaa
• Format: Others
• Published: DigitalCommons@Robert W. Woodruff Library, Atlanta University Center 2018
• Subjects: Teaching; Arabic Language; Arab Students; Educational Administration and Supervision; Elementary and Middle and Secondary Education Administration; Elementary Education; Other Education
• Online Access: http://digitalcommons.auctr.edu/cauetds/116; http://digitalcommons.auctr.edu/cgi/viewcontent.cgi?article=1290&context=cauetds

There are many Arab families who come every year to the United States either to study or to work. Most of these families have school-age children who were born in the United States or in their native countries. Accordingly, most of them have plans to go back to their countries, and a few are staying in the U.S. The absence of communicating in the Arabic language might cause a big problem to their children upon returning to their native country. This mixed-methods study focused on the impactful instructional strategies that support Arabic students between six to twelve years old in becoming proficient in the development of oral and written Arabic language. The central research question was, what were the instructional strategies that helped Arabic students become proficient in the written and oral Arabic language when they have limited Arabic language skills? The research concluded that Arab children will not reach the Arabic proficiency without collaboration among teachers, administrators and the most important key element of parental engagement.