Abstract:

Despite its large population base and the fact that Arabic language is taught as a core subject in schools across the Arab world, the quality of Arabic language teaching and learning seems to be inadequate. The results of standardized international tests of student attainment, such as PIRLS, show that student attainment in the Arab world lags behind that of other regions, including literacy proficiency in the native language itself. Amongst the main factors believed to contribute to low student achievement in their mother tongue is the exclusive use of textbook-centered curricula where the focus is on rote learning, completion of the textbook, and passing the exam, over the development of transferable skills in most schools across the Arab world (Faour, 2012; Saiegh-Haddad & Everatt, 2017; Taha, 2017). Curricular changes are urgently needed to boost learning outcomes in Arabic. To overcome the limitations of such an approach, literature and literature-related activities have been successfully utilized to support English language development (Giddings, 2010). Literature-based instruction is defined as ‘an instructional approach for language teaching that uses authentic materials, including children’s and young adult literature cutting across genres (e.g., poetry, nonfiction, fantasy)’ (Hadaway et al. 2002). Literature in literature-based programs is used as the primary if not the total material for reading in the language classroom (Giddings, 2010).

During the past few years, a limited number of private schools have piloted a literature-based approach in the teaching of Arabic language and have anecdotally reported successes in student attainment. However, the results of implementing an Arabic literature-integrated curriculum and its impact on the teaching and learning of Arabic has not been studied. This study explore a literature-based approach to teaching Arabic that has been implemented in three pioneer schools in the United Arab Emirates, Kingdom of Saudi Arabia, and Jordan through a multi-case research design. The data were collected through field visits to each of the three private schools that integrated literature in multiple ways in their Arabic program. Data collection methods included a total of ten interviews, fifteen classroom observations, and twelve focus groups. The data were analyzed using the constant comparison method through NVivo 12. The findings provided insights that relate to the process of implementing an Arabic literature-based curriculum, the accompanying changes, the experienced challenges, the encountered successes, and the solutions that have been sought during the implementation of a literature-based approach to Arabic teaching. Recommendations are provided in terms of guidance to schools on the process and the impact of implementing such a curricular innovation. Suggestions are also provided to policy makers pertaining to the curricular infrastructure and ecosystem required to support such important initiatives.

Keywords:

Literature-Based Curriculum, Language Teaching and Learning, Arabic, Innovation.