Supporting the sociolinguistic repertoire of emergent diglossic speakers: multidialectal practices of L2 Arabic learners

References

• Abuhakema, G. 2004. "The Cultural component of the Arabic Summer Program at Middlebury College: Fulfillment of Students’ Needs and Expectations."Unpublished doctoral diss., The University of Texas, Austin.
   Google Scholar
• Al-Batal, M. 1995. “Issues in the Teaching of the Productive Skills in Arabic.” In The Teaching of Arabic as a Foreign Language: Issues and Directions, edited by M. Al-Batal, 115–133. Provo, UT: The American Association of Teachers of Arabic.
   Google Scholar
• Al-Batal, M. 2018. “Dialect Integration in the Arabic Foreign Language Curriculum: Vision, Rationale, and Models.” In Arabic as one Language: Integrating Dialect in the Arabic Language Curriculum, edited by M. Al-Batal, 3–22. Washington, DC: Georgetown University Press.
   Google Scholar
• Al-Batal, M., and R. K. Belnap. 2006. “The Teaching and Learning of Arabic in the United States: Realities, Needs, and Future Directions.” In The Handbook for Arabic Language Teaching Professionals in the 21st Century, edited by K. M. Wahba, Z. A. Taha, and L. England, 389–399. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Al-Batal, M., and C. Glakas. 2018. “Dialect Integration: Students’ Perspectives Within an Integrated Program.” In Arabic as One Language: Integrating Dialect in the Arabic Language Curriculum, edited by M. Al-Batal, 260–278. Washington, DC: Georgetown University Press.
   Google Scholar
• Alaiyed, M. A. S. 2018. "Diglossic Code-Switching Between Standard Arabic and Najdi Arabic in Religious Discourse.” Unpublished doctoral diss., Durham University.
   Google Scholar
• Albirini, A. 2011. “The Sociolinguistic Functions of Codeswitching Between Standard Arabic and Dialectal Arabic.” Language in Society 40 (5): 537–562. doi: 10.1017/S0047404511000674
   Web of Science ®Google Scholar
• Alhawary, M. 2018. The Routledge Handbook of Arabic Second Language Acquisition. New York: Routledge.
   Google Scholar
• Al Masaeed, K. 2020. “Translanguaging Practices in L2 Arabic Study Abroad: Beyond Monolingual Ideologies in Institutional Talk.” The Modern Language Journal 104 (1): 250–266. doi: 10.1111/modl.12623
   Web of Science ®Google Scholar
• Al Masaeed, K., N. Taguchi, and M. M. Tamimi. 2020. “Proficiency Effects on L2 Arabic Refusals: Appropriateness, Linguistic Strategies, and Multidialectal Practices.” Applied Pragmatics 2 (1): 26–53. doi: 10.1075/ap.19007.mas
   Google Scholar
• Bassiouney, R. 2006. Functions of Code-Switching in Egypt: Evidence from Monologues. Leiden: Brill.
   Google Scholar
• Bassiouney, R. 2009. Arabic Sociolinguistics: Topics in Diglossia, Gender, Identity, and Politics. Washington, DC: Georgetown University Press.
   Google Scholar
• Bassiouney, R. 2013. “The Social Motivation of Code-Switching in Mosque Sermons in Egypt.” De Gruyter Mouton 220: 49–66.
   Google Scholar
• Belnap, R. K. 2006. “A Profile of Students of Arabic.” In Handbook for Arabic Language Teaching Professionals in the 21st Century, edited by U. S. universities, In K. M. Wahba, Z. A. Taha, and L. England, 169–178. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Belnap, R. K. 2018. “Lessons Learned and Empirical Data From Twenty Years of Using an Integrated Approach.” In Arabic as One Language: Integrating Dialect in the Arabic Language Curriculum, edited by M. Al-Batal, 36–53. Washington, DC: Georgetown University Press.
   Google Scholar
• Boussofara-Omar, N. 2006. “Neither Third Language Nor Middle Varieties But Diglossic Switching.” Zeitschrift für Arabische Linguistik 45: 55–80.
   Google Scholar
• Brustad, K., M. Al-Batal, and A. Al-Tonsi. 2006. Al-kitaab fii ta’allum Al-'Arabiyya: A Textbook for Intermediate Arabic, Part 2. 2nd ed. Washington, DC: Georgetown University Press.
   Google Scholar
• Brustad, K., M. Al-Batal, and A. Al-Tonsi. 2011. Al-Kitaab fii ta’allum Al-’Arabiyya: A Textbook For Beginning Arabic, Part 1. 3rd ed. Washington, DC: Georgetown University Press.
   Google Scholar
• Brustad, K., M. Al-Batal, and A. Al-Tonsi. 2013. Al-kitaab fii ta’allum Al-'Arabiyya: A Textbook for Intermediate Arabic, Part 2. 3rd ed. Washington, DC: Georgetown University Press.
   Google Scholar
• Creswell, John W. 2007. Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Thousand Oaks, CA: Sage.
   Google Scholar
• Del Valle, J. 2014. “The Politics of Normativity and Globalization: Which Spanish in the Classroom?” The Modern Language Journal 98 (1): 358–372. doi: 10.1111/j.1540-4781.2014.12066.x
   Web of Science ®Google Scholar
• Duff, P. A. 2012. “Identity, Agency, and Second Language Acquisition.” In The Routledge Handbook of Second Language Acquisition, edited by S. M. Gass, and A. Mackey, 410–426. New York: Routledge.
   Google Scholar
• Eid, M. 1988. “Principles for Codeswitching Between Standard and Egyptian Arabic.” Al-'Arabiyya 21: 15–79.
   Google Scholar
• Featherstone, J. 2018. “Preparing Arabic Teachers for Integration: The Edinburgh Model.” In Arabic as One Language: Integrating Dialect in the Arabic Language Curriculum, edited by M. Al-Batal, 54–72. Washington, DC: Georgetown University Press.
   Google Scholar
• Geeslin, K. L., and A. Y. Long. 2014. Sociolinguistics and Second Language Acquisition: Learning to Use Language in Context. New York, NY: Routledge.
   Google Scholar
• Godley, A. J., B. D. Carpenter, and C. A. Werner. 2007. ““I'll Speak in Proper Slang”: Language Ideologies in a Daily Editing Activity.” Reading Research Quarterly 42 (1): 100–131. doi: 10.1598/RRQ.42.1.4
   Web of Science ®Google Scholar
• Hidalgo, M. 1987. “On the Question of ‘Standard’ Versus’ Dialect: ‘Implications for Teaching Hispanic College Students.” Hispanic Journal of Behavioral Sciences 9 (4): 375–395. doi: 10.1177/07399863870094002
   Web of Science ®Google Scholar
• Holes, C. 2004. Modern Arabic: Structures, Functions, and Varieties. Washington, DC: Georgetown University Press.
   Google Scholar
• Huntley, E. 2018. “Preparing Students for the Future: Integrating Dialect and Standard Into the Arabic Foreign Language Classroom.” In Arabic as One Language: Integrating Dialect in the Arabic Language Curriculum, edited by M. Al-Batal, 73–89. Washington, DC: Georgetown University Press.
   Google Scholar
• Husseinali, G. 2006. “Who is Studying Arabic and Why? A Survey of Arabic Students’ Orientations at a Major University.” Foreign Language Annals 39 (3): 395–412. doi: 10.1111/j.1944-9720.2006.tb02896.x
   Web of Science ®Google Scholar
• Isleem, M. 2018. “Integrating Colloquial Arabic in the Classroom: A Study of Students’ and Teachers’ Attitudes and Effects.” In Arabic as One Language: Integrating Dialect in the Arabic Language Curriculum, edited by M. Al-Batal, 237–259. Washington, DC: Georgetown University Press.
   Google Scholar
• Khamis-Dakwar, R., K. Froud, and P. Gordon. 2012. “Acquiring Diglossia: Mutual Influences of Formal and Colloquial Arabic on Children's Grammaticality Judgments.” Journal of Child Language 39 (1): 61–89. doi: 10.1017/S0305000910000784
   PubMed Web of Science ®Google Scholar
• Leddy-Cecere, T. 2018. “Diverse Speaker Output in the Integrated Arabic Classroom: Trends and Interpretation.” In Arabic as One Language: Integrating Dialect in the Arabic Language Curriculum, edited by M. Al-Batal, 19–220. Washington, DC: Georgetown University Press.
   Google Scholar
• Mejdell, G. 2011. “Diglossia, Code Switching; Style Variation; and Congruence: Notions for Analyzing Mixed Arabic.” Al-'Arabiyya 44: 29–39.
   Google Scholar
• Nassif, L. 2018. “Integrated Colloquial Arabic into the Arabic L2 Curriculum: An Analysis of Learner Speech.” In Arabic as One Language: Integrating Dialect in the Arabic Language Curriculum, edited by M. Al-Batal, 175–198. Washington, DC: Georgetown University Press.
   Google Scholar
• Nassif, L. in press. “Code-switching Between Modern Standard and Colloquial Arabic as L2 Sociolinguistic Competence: A Cross Sectional Study from an Integrated Approach Curriculum.” Applied Pragmatics 3 (1).
   Google Scholar
• Palmer, J. 2007. “Arabic Diglossia: Teaching Only the Standard Variety is a Disservice to Students.” Arizona Working Papers in SLA & Teaching 14: 111–122.
   Google Scholar
• Ryding, K. C. 1991. “Proficiency Despite Diglossia: A New Approach for Arabic.” The Modern Language Journal 75 (2): 212–218. doi: 10.1111/j.1540-4781.1991.tb05352.x
   Web of Science ®Google Scholar
• Ryding, K. C. 2006. “Teaching Arabic in the United States.” In Handbook for Arabic Language Teaching Professionals in the 21st Century, edited by K. M. Wahba, Z. A. Taha, and L. England, 13–20. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Ryding, K. C. 2009. “Educated Spoken Arabic: A Flexible Spoken Standard.” The NECTFL Review 64: 49–52.
   Google Scholar
• Ryding, K. 2013. Teaching and Learning Arabic as a Foreign Language: A Guide for Teachers. Washington, DC: Georgetown University Press.
   Google Scholar
• Saeed, Aziz. 1997. "The Pragmatics of Codeswitching Fusha Arabic to Aammiyyah Arabic in Religious Oriented Discourse." Unpublished doctoral diss., Ball State University dissertation.
   Google Scholar
• Schiff, R., and E. Saiegh-Haddad. 2018. “Development and Relationships Between Phonological Awareness, Morphological Awareness and Word Reading in Spoken and Standard Arabic.” Frontiers in Psychology 9: 356–368. doi: 10.3389/fpsyg.2018.00356
   PubMed Web of Science ®Google Scholar
• Shendy, R. 2019. “The Limitations of Reading to Young Children in Literary Arabic: The Unspoken Struggle with Arabic Diglossia.” Theory and Practice in Language Studies 9 (2): 123–130. doi: 10.17507/tpls.0902.01
   Google Scholar
• Shiri, S. 2013. “Learners’ Attitudes Toward Regional Dialects and Destination Preferences in Study Abroad.” Foreign Language Annals 46 (4): 565–587. doi: 10.1111/flan.12058
   Web of Science ®Google Scholar
• Shiri, S. 2015a. “The Homestay in Intensive Language Study Abroad: Social Networks, Language Socialization, and Developing Intercultural Competence.” Foreign Language Annals 48 (4): 541–569. doi: 10.1111/flan.12162
   Web of Science ®Google Scholar
• Shiri, S. 2015b. “Intercultural Communicative Competence Development During and After Language Study Abroad: Insights from Arabic.” Foreign Language Annals 48 (1): 5–25. doi: 10.1111/flan.12127
   Web of Science ®Google Scholar
• Siegel, J. 1999. “Stigmatized and Standardized Varieties in the Classroom: Interference or Separation?” TESOL Quarterly 33 (4): 701–728. doi: 10.2307/3587883
   Web of Science ®Google Scholar
• Snell, J., and R. Andrews. 2017. “To What Extent Does a Regional Dialect and Accent Impact on the Development of Reading and Writing Skills?” Cambridge Journal of Education 47 (3): 297–313. doi: 10.1080/0305764X.2016.1159660
   Web of Science ®Google Scholar
• Sophocleous, A., and C. Wilks. 2010. “Standard Modern Greek and Greek-Cypriot Dialect in Kindergarten Classroom Interaction: Teachers’ and Learners’ Language Attitudes and Language Use.” Language, Culture and Curriculum 23 (1): 51–69. doi: 10.1080/07908311003632519
   Web of Science ®Google Scholar
• Sung, C. C. M. 2016. “Exposure to Multiple Accents of English in the English Language Teaching Classroom: From Second Language Learners’ Perspectives.” Innovation in Language Learning and Teaching 10 (3): 190–205. doi: 10.1080/17501229.2014.936869
   Web of Science ®Google Scholar
• Van Compernolle, R. A. 2016. “Sociolinguistic Authenticity and Classroom L2 Learners: Production, Perception, and Metapragmatics.” In Authenticity, Language, and Interaction in Second Language Contexts, edited by R. A. van Compernolle, and J. McGregor, 61–81. Bristol: Multilingual Matters.
   Google Scholar
• Van Compernolle, R. A. 2019. “Constructing a Second Language Sociolinguistic Repertoire: A Sociocultural Usage-Based Perspective.” Applied Linguistics 40 (6): 871–893. doi: 10.1093/applin/amy033
   Web of Science ®Google Scholar
• Younes, M. 2015. The Integrated Approach to Arabic Instruction. London: Routledge.
   Google Scholar
• Younes, M. 2018. “To Separate or to Integrate, That is the Question: The Cornell Arabic Program Model.” In Arabic as One Language: Integrating Dialect in the Arabic Language Curriculum, edited by M. Al-Batal, 23–35. Washington, DC: Georgetown University Press.
   Google Scholar
• Young, T. J., and S. Walsh. 2010. “Which English? Whose English? An Investigation of ‘Non-Native’ Teachers’ Beliefs About Target Varieties.” Language, Culture and Curriculum 23 (2): 123–137. doi: 10.1080/07908311003797627
   Web of Science ®Google Scholar
• Zaki, M., and J. Palmer. 2018. “Integration and Students’ Perspectives in a Multidialectal Environment.” In Arabic as One Language: Integrating Dialect in the Arabic Language Curriculum, edited by M. Al-Batal, 279–297. Washington, DC: Georgetown University Press.
   Google Scholar