An exploratory study of the teaching of Arabic as a second language in Cairo: the International Language Institute - Sahafeyeen, a programme evaluation case study

The difficulties facing Western students owing to diglossia have led a number of Western universities to incorporate a study abroad period in their Arabic Foreign Language (AFL) courses. This period plays a very important role in building students' motivation and offers them a life-enriching experience of acculturation. Students who are ready to learn Arabic in an Arabic-speaking country are in need of reliable information about Arabic Second Language programmes (ASL) in the :\rab world. At present, the only documented information available to these learners and/or course organisers is the brochures that are produced for publicity purposes. \\"hether these programmes are based on sound pedagogic beliefs and assumptions, and whether or not they manage to implement these in their syllabuses, methodologies. teaching activities and materials, remains a question to which only an empirical study of ASL programmes can provide an answer. This research examines the underlying assumptions of the Modem Standard Arabic (MSA) programmes offered in Cairo by the International Language Institute (ILl) - Sahafeyeen. The case study evaluates and describes the ILl MSA programme at the levels of "design" and "procedure", and makes suggestions for development and changes. The thesis comprises an Introduction, and seven chapters including the Conclusion. The Introduction outlines the aim and scope of the study, explains its importance, gives an overview of similar studies conducted in other Arab countries and presents an outline of the different chapters. Chapter 1 sets the scene for the study and provides background and context for the case study. It highlights the increasing demand for learning Arabic in the West in relation to the study abroad programmes. The chapter discusses diglossia as the major problem facing Western learners of Arabic, which directs them to the Arab world, where they can learn a dialect and at the same time acquire acculturation. The chapter also describes the ASL setting in Cairo. Chapter 2 explains and discusses the research methodology chosen, the data-gathering tools and the practical steps based on Lynch's (1996) Context Adaptive Model. Chapter 3 examines how the ILl is presented in the available printed documents. Chapters 4, 5 and 6 constitute the core of this study. Chapter 4 looks at the ILl teachers, examines their beliefs and language learning experiences to provide a deeper insight into their classroom techniques and teaching methodologies. Chapter 5 focuses on the learners as a prime source of information and draws upon their beliefs, needs and background to offer an in-depth description and evaluation of the ILl programme. Chapter 6 analyses the ILl classroom procedures with the aim of revealing the ILl methodology in actual use as opposed to its presentation in the brochures and publicity materials. Chapte: 7, the Conclusion, summarises the findings of the study and suggests recommendations for development and improvement