The Status of Arabic in the MENA Region: A Battle for Survival

• In Event: Diverse Perspectives on Language Education in the Middle East and Beyond

Proposal

Introduction:
Language preservation is essential for cultural continuity. This task is not only a noble one, but it is also a necessary mission for protecting cultural identity and heritage (Khalil & Saleh, 2019). Many languages—including Arabic, in this case—have weathered the storms of time; suffered many attempts of systematic eradication; and faced a myriad of powerful forces that challenged their existence (Al-Jabry; 2013; Abouzahar, 2018; Khalil & Saleh, 2019). The Arabic language was considered a tool of resistance and defiance during the period of British, French and Italian colonization of the Middle East and North Africa (MENA) in the 19th Century. Furthermore, the people of the MENA region embraced the values of pride and national identity as an expression of resistance, and most of them refused to adopt the language of the colonizers. But how did the Arabic language fare in the age of globalization and social media?
In the Arab World, Arabic is tied directly to not only the Arabic culture of the Middle East and North Africa (MENA), but it is also the core of spiritual life; the essence of a history that stretches thousands of years; and the crux of cultural pride and identity in an increasingly toxic political environment and nationalistic sentiments that are on the rise across the globe (Abouzahar, 2018; Khalil & Saleh, 2019). However, the status of Arabic in the eyes of its people and young speakers remains fluid. The culprits, in this dynamic, include colonization, an outdated curricula (Al-Jabry, 2013; Chakrani 2020), social media temptations, economic forces, and obsolescent instructional methods in the K-12 and higher education systems (Al-Jabry, 2013; Khalil & Saleh, 2019; Chakrani, 2020).
Therefore, assessing the status of Arabic in the MENA region is significant. The rational is to offer an insight into the perceptions of Arab youth toward their language; evaluate the resilience of Arabic in the face of the aforementioned, destructive forces; and offer an insight into the psyche and culture of the MENA and its people—and how they perceive their own cultural identity and heritage today. Additionally, the researchers explored the concerns of native Arabic speaking faculty who work and interact with the Arab youth. The grave lack of empirical research on this subject adds another layer of significance to this research study because data, in this context, remains seriously scarce—affecting, in the process—any evidence-based outcomes and warranting further assessments.
Conceptual Framework:
The authors employed the conceptual framework of Khalil and Saleh (2019), in which they illustrate the impact of factors, such as colonization, globalization, teaching methods, curriculum, policies, attitudes, and social media on the status of the Arabic language in the MENA region. The researchers in this study explored the views of college students and faculty members who are native speakers of Arabic regarding the status and use of the Arabic language in their daily lives.



Figure 1. Educational and Environmental Factors Impacting the Status of the Arabic Language in the MENA Region
Methods:
The authors employed a qualitative case study approach to interview students and faculty at two private college campuses at two different Emirates in the United Arab Emirates (UAE). The researchers elicited the perceptions of students and faculty members regarding the status of the Arabic language and its use in the region. They also explored the participants’ perceptions of the factors that impacted the Arabic language over the years.
Findings:
The findings have demonstrated a difference of perceptions of the language between students and faculty. Students shared that they use Arabic and English in their daily lives, but they were not concerned about the Arabic language. They pointed out that archaic teaching methods, the use of English at the college level, and their use of social media in English are all factors that impact their use of the Arabic language; however, they thought their use of the Arabic language is constant, which is bound to make the language “survive.” Conversely, faculty members expressed more concerns about the status and use of Arabic among the youth. They cited the lack of communication in Arabic at the college level, the use of social media, and people’s attitudes towards the use of English at home as factors that negatively impact the status and use of the Arabic language in the region. Arabic language teachers were more optimistic about their ability to make students relate to the Arabic language and appreciate its value, despite the limited curriculum mandates by the government to teach the Arabic language. The majority of faculty wished that the government would take more measures to preserve the Arabic language and encourage its use in daily lives.
Over the last two centuries, the Arabic language and the MENA region have been exposed to many factors that negatively impacted the language status and its use. These factors included colonization, dated curricula and teaching methods, globalization, social media, and negative attitudes. Many Arabic speakers are voicing alarms regarding the impact of globalization, economic factors, social media, and parents’ attitudes towards language in harming the youth’s views and their use of their native language of Arabic. The research findings give credence to such concerns.
Accordingly, it is vital to examine and monitor the Arabic language use in the region to guide policies regarding the preservation of the language. Governments need to invest funds and efforts in developing technologies, such as apps, websites, and communication platforms in Arabic to encourage young Arabs to communicate in their language while they spend most of their time learning, communicating, and working online. Governments also need to encourage the use of Arabic in formal and daily communications so the Arab youth can appreciate the value of using Arabic effectively. The authors intend to pursue similar research examining the perceptions of the Arabic language in the region to create a wholistic view of the perceptions of the status and the use of the Arabic language in the MENA region.

Authors

• Ali Khalil, Community College of Rhode Island

• Amany Saleh, Arkansas State University