Language variation on Arabic undergraduate degree courses in England: students’ perspectives

Abstract

Despite recognition of Arabic as a diglossic language with multiple regional varieties (RVs) and studies acknowledging the flexible nature of the language continuum, Modern Standard Arabic (MSA) continues to be prioritised in undergraduate degree courses. For the measurability of learning development, second language (L2) classes have traditionally focused on the standard variety. However, the field of applied linguistics acknowledges that language variation is an aspect of all languages that needs to be considered when learning and teaching L2s. This study investigates how students at eight of the nine higher education institutions in England offering undergraduate degree courses with a major component in Arabic perceive and experience language variation. It takes a mixed-methods explanatory approach, comprising 122 student questionnaires and 15 student interviews. This study finds that undergraduate degree students are not prepared fully for the sociolinguistic reality of Arabic usage, leading to concerns and frustrations when coming into contact with authentic language use. More needs to be done to raise awareness of how Arabic is used in practice from the beginning of courses. This would improve students’ experiences when communicating in Arabic, whilst also providing them with a theoretical knowledge of how the language operates.