Using Arabic in English Classroom - Literature review Example

Introduction Use of Arabic language in teaching English classroom in Saudi Arabia has been subject of much debate and research since the introduction of English in Saudi Arabia classes by Ministry of Education in 1925 (Ahmad, 2011). Protagonists of this school of thought believe that latest trends in Saudi Arabia where teachers often use Arabic in English classes is not only an improvement to learning but shifts to and from utilization of first language to bridge gaps learners encounter in the process of learning English (Aburumuh et al. 2009; Alshammari, 2011). On the other hand, the use of Arabic language is viewed as a controversial pedagogy in English classrooms especially when educators are supposed to acknowledge cultural and linguistic diversities of students in such classes. Theoretical underpinnings such as that of socio-cultural by Vygotsky makes it interesting in pursuit of underlying issues with regard to using Arabic in English classroom. Contemporary scholars such Hidayati (2012) posit that when meanings are negotiated using first language L1, learners succinctly focus of the tenets of the targeted language (L2). Basically, these are the complexities that are continuously seen with regard to the topic. This is the point of departure; critical review of available literature to shed more light on this topic as much as it is contentious. Literature Review Vivian (2001) carried a research in Al Huda International School located in Riyadh. The case study conducted on 20 Arabic students aimed at finding the effect of using Arabic language in English classroom. Vivian concluded that L2 and L1 have two unique linguistic characteristics and systems. Therefore it will be prudent for students to use their L1 in order to fully capture English as L2 within the setup she investigated. The argument Vivian tries to posit is that when teachers use Arabic in English classroom, especially where there is cultural diversities language owners (the 20 Arabic students) tend to lag behind in their pursuit of the targeted language. Vivian notices that in as much as she was using Arabic language in her English classroom, students were able to effectively separate the two linguistic systems compared to when English is used throughout. The findings by Vivian are conceptualized through Vygotsky’s socio-cultural theory where human brain is able to process given information depending on the level of interaction (Auerbach, 1993). To underscore this statement, of the 20 Arabian students, 18 were able to gain proficiency of second language (English) when they were able to interact with a more advanced speaker (Vivian) regardless of whether she used Arabic in some instances in the class. Conclusively, the question that the study group composed of students from different culture is not applicable because Naomi Chomsky argues in her theory that people tend to acquire languages in a similar pattern regardless of their culture. Contrariwise, there are researches that oppose what Vivian finds in her case study (Al-Hadhrami, 2008; Al-Buraiki, 2008; Al-khresheh, 2010). For instance, Al-khresheh (2010) argues that teachers should not use Arabic in English classroom because in doing so, some tend to compare elements from Arabic language and use them directly in the newly acquired elements of English and in doing so; some meanings are lost in the process. Conversely, Hadhrami (2008) argue that learners in English classes need as much time and exposure as what they did when acquiring their first language and in so doing, using Arabic in such classes deny students the needed exposure and time. Interestingly, theorists adhering to social interaction argue that input given to students equates output students give in the process language teaching (Atkinson, 1987). They believe that comprehensive input expressed through L1gives learners opportunities to experiment with the targeted language. In short, social interaction theorists embedded their argument on ‘innatist’ notion of comprehensible input. In addition, what Vivian fails to note with regard to using Arabic language in English classroom is that noticing a problem motivates English class learners to make modifications in their output. Approaching this contribution from personal experience as a teacher, using Arabic language when teaching English classroom dispute what Hadhrami (2008) argue about. The point is, by doing this, the learner are sometimes forced into a more syntactic processing mode to an extent that it occurs in comprehension. From this approach it was realized that comprehension output has the ability to play significant role in interaction. When Hartman (2003) carried out research on 5 ambassadors (from Egypt, Algeria, Israel, Kuwait and Israel) learning English in Saudi Arabia the conclusion made was that the acquisition process was faster when these learners were occasionally exposed to Arabic language in the process. This suggests that using L1 in teaching English makes learners acquire English close to a level in their first language. Similarly, scholars argue that there are some instances where it is unrealistic to believe that using Arabic in English classroom is effective for teaching and learning (Hidayati, 2012). For instance, it is prudent to use Arabic in English classroom when a teacher is checking and explaining the meaning, teaching and explaining grammar and explaining class tasks and activities. On the other hand, it becomes retrogressive to use Arabic in the same classroom when maintaining contacts with the students. This is the point of departure for Al-Hazza and Lucking (2005). Their research investigated teachers’ use of English in Arabic classrooms in Saudi Arabian primary and secondary levels. While they came up with similar results as what Vivian found, they listed a number of possible usages of Arabic in such classrooms. These included classroom management, explaining difficult and ambiguous concepts, building rapport between teachers and students. The most obvious reason for using Arabic language in English classroom as found by Al-Hazza and Lucking was to negotiate meanings that may be technical for these learners before they are fully acquainted with L2. Regardless, there is one worry with what Al-Hazza and Lucking (2005) find. To begin with, theories of language acquisition such as that of Skinner (behaviorist) posits that acquisition of L2 largely depend on environment where there are principles of association, conditioning reinforcement and imitations. In doing so, Skinner believes that students in English classroom are able to associate sounds with actions, objects and events. Therefore the worry with regard to Al-Hazza and Lucking is that Skinner does not support their findings. Besides, using Arabic language in classroom as argued by Al-Buraiki (2008) that is cannot allow leaners to acquire syntax and words by imitating others. In addition, Al-Buraiki finds two aspects that contradict what Al-Hazza and Lucking present; first, teachers can only enable learners to acquire L2 by reinforcing correct speech. Secondly, some learners of English as their second language (ESL) experience problems with reading and writing Arabic therefore using Arabic in such classes complicates the process of learning. A comprehensive research that helps to give this research a clear bearing is what Afzal (2012) did. Afzal carried out a detailed study of the effect of using English only in Arabic schools designed to teach English to the natives and other foreigners. She adopted two distinct views of her topic: to either use English or avoid it. Starting with use it, she offered the following findings: Foreign students exposed to English throughout the program were unable to participate fully in English related programs with just 25% of the population showing proficiency. Using Arabic reduces barriers to English learning especially among Arabic speakers as they could easily build rapport between them and their teachers. Afzal concluded by adding that though there are two points to be considered in the research conducted, it is upon teachers to assess the learnability of the students and decide whether to use English throughout or introduce Arabic in between teaching process. Whereas other researches such as Huang (2006) have considered use of Arabic in English classroom from teachers’ point of view, the worry is that little has been mentioned or considered from students’ point of view. Apparently, Huang gives this approach in his study of the 35 students learning English in Al Noor Indian Islamic School located in Abu Dhabi. Of the 35 students identified for study, 88.5% engaged in the research thought that Arabic should be integrated in the process of teaching English while all English teachers in the schools thought that it was effective to use Arabic in English classroom. This research helps to show existing difference between how teachers and students perceive use of Arabic in English classroom. While none of the students showed that teachers should not stop using Arabic in their lessons, most of students and teachers agreed that such is only effective when used to explain technical concepts. On the other hand, least number of students (8%) agreed that they did not need Arabic in their classroom in the process of teaching and learning and 3% of the total population of students interviewed thought they would do without the use of Arabic in their classroom. As the research of Huang (2006) concludes, there exist differences between what teachers think and what students think regarding use of Arabic language in English classroom. This study has direct connection to biological influence to language acquisition as postulated by Naomi Chomsky (Atkinson, 1987). Just like the response from the study group posits, Chomsky believes in the availability of language acquisition device that necessitate development of new languages and related skills provided such is exposed to them. The fact that Chomsky sees children to be possessing universal grammar conceptualises the fact that 88.5% of the students engaged in the research believed that Arabic should be integrated in the process of teaching English. Huang (2006) is not the only one credited for having used learners to judge the effects of using Arabic in English classroom. Another study by Alshammari (2011) investigated students’ beliefs of whether the use of Arabic in English classroom is a hindrance or facilitator in the process of learning English among Saudi Arabian students between ages of 12-18 years. The study found that most of the respondents (81%) preferred if the teacher used Arabic language to explain the grammar points in their Arabic language and not the targeted language. In as much, it was not a preference of the study group for their teachers to give instructions on how to carry their activities in Arabic language (L1), at least 70% disliked the idea according to Alshammari. Similarly, 90% of the respondents preferred that unless the teacher wants to explain a technical term, or introduce concepts that they were going to interact with for the first time, other ordinary interaction should be done in English so as to improve their learnability of the targeted language. Alshammari notes that most of the respondents (60%) did not like the idea of a teacher pointing out differences and similarities between Arabic and English languages. As this findings stand, there are some issues that problematize facts. For instance, during my tenure as English teacher in Arabic school a number of issues were poignant. First, sometime English is better taught monolingually and Al-Hazza and Lucking (2005) proves this assertion when he studied 12 different cases of Persian in EFL classrooms in Iran. Secondly, as a teacher during the time, it was recognized that the earlier English is taught, the better the outcome of the teaching and finally if other languages are used, there is a level of standard of English that will be compromised. Therefore based on these experiences, it may be misleading to assume that findings made by Alshammari complement what L1 learners need in English classroom in Saudi Arabia. Though little has been mentioned with regard to how using Arabic language in English classroom has some link with theory of universal grammar, Hartman (2003) explicitly researches on such connectedness. The premise of his study is that children in English classroom are just like any other child learning any other language and for that matter, they are having innate biological ‘tool’ that help them recognize the principles, rules and ways of organizing elements common to all languages. In his study, he shows that there is no harm using L1 when teaching L2 since brains are already having what he terms as, “definite language module” (p. 241) which is already programmed to emulate specific grammar of the language the learner is exposed to. To concepualise his argument, Hartman (2003) further shows in a separate research that English learners sometime exceeds the input they got in English classroom when they have mastered the language. This to him happens not because L1 was used in their pursuit for L2 but the exposure learners get even after using L1 in such classrooms. What accounts for this level of discrepancy is twofold; firstly, it can be linked to the aspect of language, culture and thought. Researchers continue to differ regarding the extent to which culture and language influence the way people acquire other languages. To bring such differences in practices, linguistic relativity hypothesis as suggested by Benjamin Lee Whorf does not only offer solution to such difference but augur well with what Hartman finds in his research. Secondly, such discrepancy can be addressed by appreciating that L1 has the ability to influence thoughts in subtle ways. As earlier noted, there is already a research that investigated the use of Persian in EFL classrooms in Iran. The interest in reviewing this statement once again is to try and find out the direction Hartman (2003) above takes and secondly, Mahmoudi and Amirkhiz (2013) bases their research on two interesting models that can be linked with a case of using Arabic in English classroom. Mahmoudi and Amirkhiz investigated the amount of the first language use in English classes. In doing this, they made comparisons in which the two teachers (Mahmoudi and Amirkhiz) applied different teaching methods. Mahmoudi applied Grammar-Translation Method and in so doing heavily depended on translation to the first language. On the other hand, Amirkhiz applied group work strategy as well as the video and audio as teaching aids. In his case, use of the first language was considerably lower compared to the amount of first language used by Mahmoudi. Additionally, Mahmoudi and Amirkhiz were very specific on the types of textbooks English education as applied in Iranian schools. At the end of their study Mahmoudi and Amirkhiz concluded that though teaching aids such as audio devices and videos were effective tools, sing first language in English classrooms facilitated learning and enhanced language proficiency of the identified learners. They also claimed that using first language in English classroom saved time rather than being in the classroom explaining technical terms in English rather than doing them in the language learners can easily comprehend. What Mahmoudi and Amirkhiz find with their study supports two aspects; that even though researchers such as Huang (2006) have tried to argue that bilingualism can impair learners’ language acquisition and development, there is indeed no evidence to support such claims going by what Mahmoudi and Amirkhiz document in their research. The Iranian classroom already had five students who had acquired French and Greece and as argued by the two scholars, these learners were able to develop English at the same rate as others regardless of the fact that Arabic (as their first language) was used in some instances. The general assumption that has prevailed as far as using Arabic in English classroom is that English ought to be taught through English and not by using L1. ELT scholars have even questioned how learners can truly appreciate the tenets of the targeted language if they are continuously exposed to L1 (Alshammari, 2011). Going by Alshammari, L1 has no any significant role to play when it comes to EFL and for that matter, too much use of Arabic in English classroom may deprive learners valuable input in the adoption of English language. Unfortunately, none of the scholars bring documented evidence either from teachers’ or students’ perspective regarding the claim as put. Thus what these scholars have pointed out has made researchers to re-evaluate the role of L1 in the EFL classroom and find better ways of incorporating what these scholars suggest. Researchers who have been advocating against this approach include Afzal (2012); Cook (2001); Al-Buraiki (2008) who posit that L1 represents a powerful source that can be applied to enhance English teaching but such should be used in a principled way. To find the truth about what Afzal (2012) talks about when he claim that L1 has no any significant role to play when it comes to EFL, he explores the students’ and instructors’ reactions when instructors use Arabic language when teaching English in the Department of English and Modern European languages at the University of Qatar. Answering the question whether L1 has no any significant role to play when it comes to EFL it was found that all of the native instructors who are native speakers of English and 70% of non-native speakers of English agreed that it was profitable to use Arabic in English teaching. Regarding opinions of the students, it was found that 43% of freshmen; 55% of sophomores; 60% of juniors and 62% of senior students were happy of using Arabic in the process of teaching English in the University. Though this research criticizes what Alshammari stands for Afzal also warns that there must be judicious use of Arabic language in English classroom such should be done in the shortest possible way so as to make learners understand the required points. Commenting on this study and similar ones as that of Alshammari, it is important to note that teachers can use Arabic to explain vocabulary and grammar that might be technical. These findings further give support to the assumption that learners who are advanced are able to manifest good progress when L1 is used. Furthermore, teachers’ professional experience and learners’ level also have an effect on the degree to which teachers can resort to Arabic while teaching in English classrooms. References Aburumuh, H. A., Smith, H. L., & Ratcliffe, L. G. (2009). Educators’ cultural awareness and perceptions of Arab-American students: Breaking the cycle of ignorance. The Journal of Multiculturalism in Education, 8. Afzal, S. (2012).Relationship between Providing Persian Equivalents of English Adjectives and Iranian EFL Learners' Active Vocabulary.International Journal of English Linguistics, 2 (1), 231-238. Ahmad, J. (2011). Pronunciation problems among Saudi learners: A case study at the preparatory year program, Najran University Saudi Arabia. Language in India 11(7), 22-36. Al-Buraiki, M. (2008).The L1 in Young Learner Classrooms: Teachers’ Views and Practices. Retrieved on April 17 from http://www.moe.gov.om/Portal/sitebuilder/sites/EPS/English/MOE/baproject/ version2/Ch2.pdf Al-Hazza, T. & Lucking, R. (2005).The minority of suspicion: Arab Americans. Multicultural Review, 14(3), 32-38. Al-Hadhrami, A. H. (2008). The role of the L1 in Grade 5 EFL classrooms. In S. Borg (Ed.). Investigating English language teaching and learning in Oman. Muscat: Ministry of Education, Oman. Al-khresheh, M. (2010). Interlingual interference in the English language word order structure of Jordanian EFL learners. European Journal of Social Sciences, 16(1), 106-113. Alshammari, M. M. (2011). The Use of the Mother Tongue in Saudi EFL Classrooms. Journal of International Education Research, 7 (4), 95-102. Atkinson, D. (1987). The Mother Tongue in the Classroom: a neglected resource? English Language Teaching Journal, 41, 4, 214-247. Auerbach, E. (1993). Reexamining English only in the ESL classroom.TESOL Quarterly, 27, 9–32. Cook, V. (2001). Using the first language in the classroom. The Canadian Modern Language Review, 57, 402–423. Hidayati, I. N. (2012). Evaluating the Role of L1 in Teaching Receptive Skills and Grammar in EFL Classes. Indonesian Journal of Applied Linguistics, 1 (2), 17-32. Hartman, A. (2003). Language as oppression: The English‐Only Movement in the United States. Socialism and Democracy, 17. Huang, H. Y. (2006). CYUT Students' attitudes and motivation toward native language and foreign language as a medium of instruction in English Writing Classes. Unpublished Master’s thesis. Mahmoudi, L., &Amirkhiz, S. (2013). The Use of Persian in the EFL Classroom–The Case of English Teaching and Learning at Pre-university Level in Iran. English Language Teaching, 4 (1), 135-140. Read More