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Learning and Teaching of Arabic

My dissertation research, conducted at a public K-8 charter school that specializes in the teaching of Arabic, focuses on early adolescents including heritage and non-heritage learners. The importance of Arabic as a critical and heritage language has grown significantly in the last decade along with student enrollments, but features including widespread diglossia, the ideology and practices surrounding its use as the lingua franca of Islam, and its distance from English also contribute to the insights that Arabic, this school, and the learners in it can offer into the connections between identity, culture, literacy, and learning. This work relies on ethnographic methods and the concepts of investment and situated learning to investigate sociocultural aspects of the development of bilingualism and biliteracy, not only for these young learners but also for their families (see Temples, 2010, for an early analysis).