Abstract:

Heritage language learners (HLL) are part of the linguistic reality in Foreign Language Learning. This paper looks at language placement of HLL of Arabic at university language courses. Language placement is a formative diagnostic tool used to group students of the same level in the same class. The main objective of the paper is to bring forward a problem we faced in our program and to present practical solutions how this issue has been resolved. The paper presents a hands-on experience on how to overcome an issue that is becoming more and more frequent at university language programs.

This paper looks at how placement of HLL of Arabic takes place at the university level and the gaps that can be in the process and steps taken to avoid incorrect placement. The paper discusses the steps taken to resolve “incorrect” placement of HLL. It briefly outlines the previous system of placement, pointing out the gaps. It then presents the new system of placement, and how the changes avoided some of the earlier problem areas. The new placement system allows for placement through a written test, an oral language assessment and sometimes both. Often, self-assessment and oral interviews are part of this process. The effect of diaglossia and the two varieties of Arabic MSA (Modern Standard Arabic) and dialect on the HLL is also discussed.

Among the problem areas that we have noted in our program is that students from Arabic/Muslim background very often know the language without having taken any language courses at school, and their transcript does not reveal that fact that they have basic, intermediate or advanced knowledge of the language. The student cannot evaluate “how much Arabic” they know. They system allows him to register in the beginners’ course and they want to feel “safe” that they know everything that they should know. Another element of concern is diaglossia, the formal MSA and informal dialect variety that every native speaker knows, confuses the HLL and because of their zero knowledge of MSA they insist that they do not know Arabic. In reality, they need to learn the script and know how to make a shift from the home dialect to MSA.

The paper starts by showing what we mean when we say the HLL of Arabic is unique and then looks at the admission to the language program in a University in North America. The problems with the system are presented. Then, we explain the changes that were made to the program and why they were made. This meant a change in the academic and the administrative systems and the collaboration between the two sides has resulted in a much more successful Arabic language class. The changes included adding an intensive class for HLL at the beginners’ level as well conducting more oral interviews and meeting with students to explain what their true language level is.

The final section of the paper looks at how the language proficiency of a language learner measured. Over the last two decades there has an increase in the teaching of Arabic a foreign language. As a result, there has been a need for a standardised proficiency test, similar to the International English Language Testing System (IELTS) and the Test of English as a Foreign Language (TOEFL). which we will present here. In conclusion, the paper recommends the adaptation and development of HLL placement and assessment tools to meet the HLL unique position. It also calls for the development of a standardised Arabic language proficiency test.

Keywords:

Heritage language learner, assessment, placement, arabic.