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This case study of a teacher of Arabic-speaking heritage language learners (HLL) reported the experiences and pedagogical practices of a teacher to better understand the reasons for her success in preparing young HLL. The teacher’s experiences informed findings regarding ways to improve HL teaching for Arabic-speaking students. This research study addressed a decided gap in the knowledge of effective teaching practices for Arabic as a heritage language (AHL) in high school. Therefore, the present study helps fill this gap by conducting a case study of an AHL teacher in the context of high school teaching.
| Advisor: | Haley, Marjorie Hall |
| Commitee: | Fox, Rebecca, Haley, Marjorie Hall, Reybold, Earle |
| School: | George Mason University |
| Department: | Education |
| School Location: | United States -- Virginia |
| Source: | DAI-A 80/11(E), Dissertation Abstracts International |
| Source Type: | DISSERTATION |
| Subjects: | Multicultural Education, Teacher education |
| Keywords: | Arabic, Case study, Constructivist, Heritage, International, International baccalaureate |
| Publication Number: | 13864077 |
| ISBN: | 978-1-392-22346-8 |
