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|
|School Location:||United States -- Virginia|
|Source:||DAI-A 80/11(E), Dissertation Abstracts International|
|Subjects:||Multicultural Education, Teacher education|
|Keywords:||Arabic, Case study, Constructivist, Heritage, International, International baccalaureate|
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