Last year, I presented a paper on the use of technology in my Arabic class. Ohio Foreign Language Association summer conference. At the end of my session, my Spanish teacher started a discussion and talked about students rejecting their own work because it wasn’t correct. required subject In the state. This took a toll on her class time, so she wanted to know if I had experienced the same phenomenon in my teaching career. I admitted without hesitation that I am facing the same problem. As participants from a variety of languages who attended schools in Ohio, we are reminded of how often we have had to stand up to colleagues to keep students from being removed from class, and how that makes us value our education. I vented about how it was degraded.
Now in my fifth year of teaching Arabic as a second language, I often reflect on how often my subject is undervalued. As I sit at my desk at the end of the day, I recall many times when colleagues told me that my work was easy or unimportant because it wasn’t a state test subject. Graduation requirements. They view my classes as a convenient time for students to be pulled out for additional work in core subjects such as math and science. This realization undermines my efforts and sends an alarming message to my students that learning Arabic and other subjects outside of traditional school discipline is of little value to their learning experience. . This reflects a broader problem that sends harmful messages to students about what really matters in education.
Devaluing subject areas on the fringes of state-mandated curricula deprives students of the full range of skills needed for a well-rounded education.
The struggle for recognition and its impact on student identity
In my school, subjects that are not tested or compulsory face certain restrictions and restrictions. For example, after reading the following: Ohio Department of Education StandardsI noticed disparities in budget allocation that limited access to Arabic textbooks and teaching materials. Because of this, we had to find creative solutions to provide quality education with limited resources, especially given the standards set by the state of Ohio. united for all languages of the worldAlthough each language has its characteristics.
This neglect affects both my education and the opportunities afforded to my students, the majority of whom identify with Arabic traditions and Islamic beliefs. Because we offer an Arabic language program, parents are motivated to enroll their children in our school because of that identity. They see value in learning Arabic in order to understand the holy scriptures, the Quran and Hadith.
This lack of awareness extends to subjects that are not nationally tested, such as Arabic, and these subjects are often undervalued compared to core subjects. In this case, devaluing untested subjects such as Arabic in favor of core subjects confuses students about the importance of their heritage and identity. This dismissal can make students realize that their cultural background and language is devalued, causing a ripple effect on their self-esteem and engagement with school.
Despite the challenges of teaching Arabic as a non-nationally-examined subject, I have never lost faith in its value to my students. The importance of learning Arabic goes far beyond mere language skills. It connects students with their cultural roots, increases global awareness, and opens doors to opportunities that might otherwise be closed to them.
The importance of learning world languages
When I first started teaching Arabic, I was excited about the professional benefits that learning a world language would bring to my students. That’s certainly a big part of it, but it wasn’t just about getting better grades or future job prospects. As a bilingual myself, I have experienced firsthand how fluency in multiple languages can open doors to a wide variety of career opportunities. Speaking Arabic and English has allowed me to connect with people from different backgrounds, strengthened my professional network, and expanded my career possibilities.
About six years into my teaching career, a former student contacted me to share some great news. I taught him Arabic in high school, and he enrolled in medical school after college. I was looking for a side job and was offered a job in patient support. And what made him stand out among the other candidates was his ability to speak both Arabic and English. His bilingual skills made him an invaluable asset to the medical team, allowing him to connect with and support a wider range of patients, especially those who speak Arabic.
This experience focuses not only on the personal benefits of learning world languages, but also on the important role these skills play in real-world scenarios. For him, understanding Arabic was more than just an academic achievement. It became a key element in his professional growth and ability to serve his community.
Beyond their future careers after high school, I want my students to experience the educational benefits of learning a new language. We’ve seen how it strengthens Increased cognitive skills, cultural awareness, and critical thinking. These important skills help students become well-rounded individuals who can navigate a multicultural world with ease and empathy. As I watch my students engage in learning Arabic, they develop not only language skills but also a deeper understanding of their cultural heritage, which is essential to their identity and academic motivation.
Focusing on core subjects only means that students miss out on exploring diverse fields of knowledge, limiting future career options and cultural understanding. I know how enriching learning a new language can be, so I’m very disappointed in this opportunity.
Accept and value all subjects equally
Recognizing and appreciating the benefits of learning subjects that are not nationally tested, such as Arabic, is critical to creating a rich educational environment. My personal experience as a bilingual educator highlights how important it is to support all subjects, even those not included in state testing requirements. Addressing this issue requires a shift to a more holistic approach to education that evaluates all subjects equally. This means advocating for policies that provide resources and evaluation for untested subjects and ensure that these subjects are treated with the same importance and resources as core subjects.
Administrators should champion this change by promoting the importance of these subjects and incorporating them more fully into the curriculum. Schools can develop initiatives to emphasize the value of untested subjects and ensure they are given sufficient time and resources, so that students and teachers alike can appreciate their value. will be able to recognize.
This issue is important to me not only as an educator but also as a mother who wants to raise her children in a school system that values all subjects equally, not just those deemed valuable by state standards. It’s very personal. I want my children and all students to experience an education where all subjects are given the importance they deserve and where they can develop a comprehensive understanding of the world.
By embracing and supporting all subjects, we bridge the gap between students’ diverse needs and the rigid academic priorities often set by the system. This is not just about education. It is about developing students who feel seen, respected, and empowered in their learning process.
