Tables
Figures
Preface
Foreword
Chapter One—Introduction to the Study
Chapter Two—Literature Review
Chapter Three—Methodology
Chapter Four—Results
Chapter Five—Discussion and Recommendations
References
Index
Nabila Barada-Hammami is a high school Arabic teacher, a world
language chair in Dearborn Public Schools, and an Arabic language
instructor at Henry Ford Community College. She has served as a
world language curriculum review committee member in Dearborn
Public Schools since 1997. In 2012, she received the Dora Johnson
Award in recognition of excellence in teaching Arabic as a world
language.
Ashraf Esmail is an Assistant Professor of Social Sciences at
Dillard University. His research interests include urban,
multicultural, and peace education, family, cultural diversity,
political sociology, criminology, social problems, and deviance. He
is the senior editor of the Journal of Education and Social
Justice.
“Never before has the need to properly transmit Arabic language and
culture to new generations of students been so critical, especially
in a global, post 9-11 and diverse American society. Hammami and
Esmail’s research clearly demonstrates that a holistic approach is
required if we are to meet this critical need. Both Arabic
and non-Arabic students will benefit if educators follow their
study’s recommendations.”
*Lisa Eargle, Francis Marion University*
“Drs. Hammami and Esmail have assembled several significant
insights on teachers’ perceptions on developing cultural awareness
among the first level Arabic language learners. This excellent
outcome of a good length of research would satisfy the thrust of
readers to a great extent in the field. This is a timely and
important book that should be read by scholars and students as well
as general readers in understanding the complexity of the
discourses in developing cultural awareness among learners to
extend the application of this technique in the education
field.”
*Das Shyamal, Elizabeth City State University*
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