Arabic Bilingual Teachers in Ohio: Pedagogies of Love Against Language Ideologies of Indictment

• In Event: Linguistic Repertoires and Practices Across Program Models and Languages

Abstract

This bilingual study draws on qualitative translingual semi-structured interviews with bilingual teachers of Arabic in Central Ohio. The conceptual framework draws on raciolinguistics ideologies. The interview questions covered the teacher's pedagogical practices, assessment, and challenges (educational, social, and political) of teaching Arabic to children. The findings shed light on teachers' pedagogies of love against the socio-political constraints placed on teaching Arabic within the context of the U.S., the need for more culturally relevant curricula for Arabic heritage learners and Arabic learners of color. The implications shed light on the importance of including Arabic in bilingual education conversations cultivating equitable education systems for Arabic learners and heritage speakers.

Author

• Youmna Deiri, Texas A&M International University