Jordanian Teachers of Arabic as a Second Language: Effective techniques and problems encountered across cultures

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Al-Mahamid, Jumana
Bilingual, Multilingual, and Multicultural Education; Curriculum and Social Inquiry; Teacher Education and Professional Development
thesis / dissertation description
This capstone paper examines Jordanian teachers who teach Arabic as a second language through the question, "What techniques do Jordanian teachers of Arabic as a second language find most effective in their classes, as a result of intercultural interactions, issues, and/or problems they have encountered during their teaching experiences?" It investigates the experiences of these teachers from various institutions in Jordan. Data in this capstone was gathered by conducting surveys and interviews. Results of the data from the 35 participants demonstrate that in order for Jordanian teachers to be prepared to teach foreign students, they need extensive cross-cultural and educational training, the ability to adjust to different learning styles and educational cultures, and the willingness to accept feedback through peer review and student evaluations. This paper will contribute to the creation of training materials for teachers of Arabic that will increase their effectiveness when teaching foreign students, specifically in terms of increased teacher-to-student classroom interaction and improved student learning experience.