About Qatar Foundation International Qatar Foundation International, LLC, is a U.S.-based member of Qatar Foundation (QF) dedicated to advancing QF’s mission and Her Highness Sheikha Moza bint Nasser’s vision of connecting cultures and advancing global citizenship through education. QFI is a not-for-profit organization in Washington, D.C., focused on grant-giving and programmatic activities that promote education as a force that facilitates collaboration across geographical, social and cultural boundaries.
Overview/Rationale for the Survey QFI’s Arabic Language and Culture (ALC) Program aims to increase the quantity and quality of Arabic programs in K-12 public and public charter school in the Americas. ● Survey was informed by need ● Many inquiries about the state of Arabic in U.S. public and public charter schools ● Other surveys have been done but not recently & not consistently updated
Previous Survey: NCLRC 2009 National Capital Language Resource Center conducted a survey in 2008 of 187 K-12 Arabic language programs in the U.S. ● 59% of schools were private, 33% public or public charter More information can be found: http://www.arabick12.org/documents/Arabic%20K-12%20Survey %20Presentation-%20ACTFL08.pdf
Previous Survey: MLA 2009 The Modern Language Association published a survey on Enrollments in Languages Other than English in U.S. Institutes of Higher Education ● Focused solely on enrollments ● Data only on higher education programs More information can be found: http://www.mla.org/2009_enrollmentsurvey
Methodology- Contact List The contact list was compiled using the NCLRC Arabic Schools Directory and supplemented with QFI’s own database made of: ● Grant applicants or inquiries ● Sign in sheets at various conferences ● Word of mouth ● Research (news articles, search engine queries) Arabic Schools Directory: http://www.arabick12.org/schools/public.html
Methodology Since December 2012 - 201 U.S. public and public charter schools contacted. Initially by phone and followed up by email. Surveys were administered to principals or other administrators, not teachers.
Methodology ● 106 of 201 schools responded (52.74%). ● Asked to speak to Principal or administrator in charge of Arabic program. ● Each phone interview lasted 10-15 minutes. ● Answers recorded on Google form and compiled on Google Drive spreadsheet. ● No partial information was included in the data set.
Methodology- Survey Questions ● Contact info (name, position, name(s) of Arabic teacher ● How long has your school offered Arabic? If you no longer have a program, when did it end and why? ● What grade levels does your Arabic program serve? ● What levels of Arabic do you offer? ● Are your Arabic classes in-school or after school? ● How many students are currently enrolled in your program? ● What is the average size of your Arabic classes?
Methodology- Survey Questions ● How many teachers teach in the Arabic program? ● How many teachers have a teaching certificate in Arabic or endorsement to teacher Arabic? ● How long have your teachers been with you? ● Where do you find your teachers and what is your teacher selection process?
Methodology- Survey Questions ● What is the program’s student retention rate? ● What is the racial background of students in the program? ● What percentage of students in your school receive free or reduced lunch? ● How do you promote your program to students? ● How many students have been exposed to Arabic by your program since its inception?
Methodology- Survey Questions ● Why did your school choose to offer Arabic? ● What is the most significant challenge for your Arabic program? ● What is the most rewarding experience related to your Arabic program? ● What advice would you give to schools seeking to start an Arabic program?
Limitations ● School administrators (and/or those we spoke to) may not have much knowledge of the Arabic program ● Answers are estimates and not confirmed ● Respondents may interpret questions differently ● Lack of standardization ● We did not call every single Arabic program, only those we knew about ● Survey administered by two people, who may have different demeanors or recorded responses differently
Findings
N= 84
N= 80 Median # of students per school: 86
N= 82 Median class size: 20 students
N= 84 Median age of program: 4 years
N= 81
N= 83 # of programs... In-school: 78 After school: 5
N= 81
N= 80
N= 81
N= 83
Biggest Challenges for Arabic Program “I would say that the most significant challenge for our Arabic program has been finding a certified teacher who is fluent in Arabic and who would fit into our school climate.” “We are on the cutting edge by offering Arabic. The teacher didn't have a curriculum, so she is working with X High School Arabic teachers in order to learn how to develop a curriculum for her courses. She doesn't have many other teachers close by to collaborate with on curriculum ideas.” “Maintaining interest. The students understand realistic reason for taking Spanish because they see Spanish in the community. They don't think beyond high school why they could use Arabic as well in the future for a government job.” “Our biggest challenge is financial. Adding classes, teaching staff, and resources costs money, which is always limited. For example, current teacher facilitates the class as an unpaid "overload." Without a teacher certified in Arabic, the facilitating teacher spends time and energy learning and finding resources to support students.” “One of the biggest challenges is community misperceptions. Parents were initially fearful that teaching Arabic language and culture meant that their students were being taught Islam. “
N= 82
Biggest Rewards for Arabic Program
“It is a "feather in our cap" to have an Arabic program, especially since we are the only high school in the district to offer the language. We have received inquiries from surrounding districts and schools asking about the possibility of extending our Arabic programs through technology and distance learning options.”
“The exposure to the Arabic program that all the students (not just Arabic language students) have, who hear about program and want to know more about it. This leads them to transfer into the Arabic program. Also the fantastic teacher who is the heart and soul of the program.”
“To see kids who would have not normally pursued something different because of its different alphabet and it's from different part of the world. Then they explore it and get excited by the language culture and learn about the similarities and universal truths that they share with Arabs. They learns that we have similar values, even if practices and beliefs are different. Using language skills to apply for college or pursue jobs in government.”
“Having the Mayor do a press conference from our school announcing CPS receiving a large grant for Arabic instruction.”
“The support/training/ and organizations such as QFI who support the program; the students who start to see the new opportunities that come with Arabic, how they are unique and the scholarship opportunities that accompany this”
N= 80
Advice from Program Administrators “Teaching and getting correct teacher is the most important aspect, you can do many things like market the program or recruit but if you don’t have a solid teacher the program will die.” “It's a long term commitment. It's also not like a Spanish or French class commitment where there are lots of teachers and these are usual languages. They need to find the right strategy to grow Arabic program.” “Communication with parents needs to be effective prior to the start of the program. Make sure that parents understand why these languages are important along with the children and teachers. Find funding.” “Do it! You don't have to have a $600,000 FLAP grant to help start up a program. It is not necessary to have a lot of textbooks either. If you have technology, a good teacher, and support from students and parents, you can make a program happen.”
Advice from Program Administrators “Get all the funding you can” “1st: don’t jump in immediately - could be many myths/misconceptions around the "Muslim world" from both students and parents; rather, start building up and breaking down myths about culture, and then see if there emerges a core group that is open/ asking the right questions. Then introduce an actual program. Once students see past misconceptions, they’re able to advocate the language to parents” “Find someone fluent in the language to teach; make sure there is a plan in place to account for potential cultural and background conflicts, both for sake of classroom management and for the appropriateness of a curriculum” "Stick with it - even when it would be easier to offer another language; able to see the status this give the Arab families who initially were among the most disenfranchised families, but the Arabic courses have given status to their cultures and communities”
N= 22
Discussion Some key takeaways for QFI programming: ● Teacher is critical for success of program ● Community and Administrative support & buy in is essential ● Quality takes time ● There are lots of Arabic programs out there
Next Steps ● ● ● ●
Interesting future studies Outreach to get more responses? Other studies that are similar? The need to learn about the quality of other programs and documenting good practices in the classroom.