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Integrating Literary and Spoken Arabic in the Classroom: A Review of 'Arabiyyat al - Naas (Part One)
2017
Journal of the National Council of Less Commonly Taught Languages
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Teachers and students of Arabic are presented with a conundrum very early in their Arabic education: Arabic, being a diglossic language has both a literary form and multiple vernacular dialects. Teaching only the former results in students being unable to engage in conversation about even the most basic topics in Arabic. Teaching the latter results in students being functionally illiterate in Arabic and incapable of approaching either literature or media in the language.
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