Arabic Heritage Schools as Sites of Multilingualism and Positive Identity Building in the UK

Fatma F.S. Said, Zayed University

Document Type

Article

Source of Publication

Community and Heritage Languages Schools Transforming Education: Research, Challenges, and Teaching Practices

Publication Date

1-1-2023

Abstract

This chapter describes the role heritage schools play in the transmission of Arabic. Heritage language schools are often misunderstood as enclaves of isolation from society or as centres in which a parallel reality is taught. Findings from two projects in the UK suggest that school leaders and parents want to support children’s heritage “need” and offer them an opportunity to embrace their background as a way to form strong identities thereby also becoming effective members of the UK society. School leaders work closely with local authority bodies and their respective local communities through invitations to the schools and training of their staff to the highest levels to ensure safeguarding as well as advanced teaching and classroom management skills. Parents view these schools as more than educational spaces and also as “links to Arabic and Arab culture”; some parents move homes to be near these schools, whilst others volunteer as a “way to support” such centres. Students report that these schools act to support their bilingual identities and normalise the use of Arabic outside their homes. They also view Arabic not only as a language that connects them to their religion and culture but also as an asset that will open international and employment doors for them in the future.

ISBN

9781000965858,9781032299181

Publisher

Routledge

First Page

80

Last Page

100

Disciplines

Education

Scopus ID

85176828300

Indexed in Scopus

yes

Open Access

no

Link to Full Text

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