The Use of Modern Standard and Spoken Arabic in Math Lessons: The Case of a Diglossic Language

• In Event: Evaluating Learning Environments in STEM Classrooms

Abstract

Recently researchers have shown an increased interest in the way teachers use their “knowledge about language (KAL)” in class to enhance the learning of their students. This paper reports on a qualitative study which investigated first and second grade teachers’ use of KAL in Arabic. We investigated the linguistic transition (from standard Arabic to spoken Arabic) made by the teachers during math lessons. The results suggest that Arab-speaking math teachers are aware of the gap between home language and school language and use linguistic transition as a teaching strategy to develop academic thinking and behaving among their students. The results are analyzed according to Fillmore and Snow (2002) teachers' KAL model with specific reference to the Arab language.

Authors

• Vered Vaknin-Nusbaum, Western Galilee College

• Randa Abbas, Western Galilee College

• Ari Neuman, Western Galilee College

• Rochelle G. Kaplan, William Paterson University

• Geraldine Mongillo, William Paterson University

• Dorothy Feola, William Paterson University