From Storytelling to STEM: Designing and Expanding an Arabic Dual Language Immersion Program in LAUSD

• In Event: Islamic Studies and Arabic: Integrated Curricular Approaches for Intensive Programs, Faith-Based Education, and Public Schools

Abstract

This session presents a case study on the development and expansion of the Arabic Dual Language Immersion Program at Elizabeth Learning Center, a public K–12 school in the Los Angeles Unified School District (LAUSD). The objective of this study is to analyze the instructional design, pedagogical strategies, and interdisciplinary integration that have shaped this program from its inception in Kindergarten to its current implementation through Grade 7. The work also aims to examine how the program supports biliteracy, academic achievement, and culturally affirming education for non-heritage learners.

The study is grounded in sociocultural theory (Vygotsky 1978), which emphasizes learning as a socially facilitated process, and bilingual education theory (Cummins 1981), particularly the interdependence hypothesis that highlights the transfer of cognitive and academic skills across languages. The pedagogical design also draws on the communicative language teaching (CLT) framework (Savignon 2002), which prioritizes meaningful interaction and contextualized language use, and the use of narrative pedagogy to support comprehension, language development, and identity formation.

The methods employed include qualitative inquiry and design-based research, using a longitudinal case study approach. The research examines the planning, instructional delivery, and curriculum integration over multiple school years. Particular attention is given to the implementation of storytelling and CLT (Communicative Language Teaching) strategies in the early grades, grounded in Krashen’s theory of second language acquisition (1998). Storytelling is employed as a key medium for delivering this input in a low-anxiety, context-rich environment, facilitating natural language acquisition. These practices are further extended into content-based instruction in STEM and social studies at the upper elementary and middle school levels, where storytelling continues to support both language development and content learning.

Data sources include curriculum artifacts (e.g., thematic units, lesson plans, and storytelling modules), student work samples, oral language recordings, classroom observation notes, teacher reflections, and performance data aligned with ACTFL proficiency benchmarks. Additionally, teacher coaching logs and professional development materials are analyzed to understand the support systems enabling teacher effectiveness within a dual language context.

Findings suggest that storytelling and communicative pedagogy significantly enhance student engagement, oral proficiency, and comprehension in Arabic. As students progress through the grades, these foundational strategies support increasingly complex language use in content subjects. Teachers report improved learner confidence, greater participation in Arabic, and a stronger connection between students’ linguistic and cultural identities. The program’s design and teacher training model have been instrumental in supporting sustained growth and language development across content areas.

The scientific and scholarly significance of this work lies in its contribution to the under-researched area of Arabic dual language immersion in U.S. public schools. While dual language programs are expanding nationwide, Arabic remains a less commonly taught and less resourced language. This case study offers a replicable, research-informed model for integrating Arabic into content-rich, standards-aligned instruction. It demonstrates how heritage and world language education can simultaneously support academic achievement, linguistic equity, and cultural affirmation. The findings are relevant to researchers, educators, and policymakers invested in expanding access to quality dual language programs, particularly in historically underserved linguistic communities.

Author

• Lina Kholaki, Occidental College