Unpacking the core teaching and learning practices of Arabic at a major U.S. university

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Arabic is increasingly popular in U.S. universities, yet students face significant challenges in learning the language. Many are surprised by a demanding curriculum that fails to meet their expectations, leading to a decline in enthusiasm and a lack of progression beyond the intermediate level. This study emphasizes the importance of focusing on student retention and advancement in Arabic language studies. It aims to contextualize Arabic within the broader landscape of foreign language education in the West, benefiting students, educators, and program coordinators alike. Conducted at a major U.S. university, the research involved a teacher and six Arabic learners, utilizing questionnaires, interviews, observations, and think-aloud protocols for data collection. The study critically evaluates the teaching and learning processes of Arabic and offers tailored recommendations for both the specific educational setting and the wider field of Arabic as a foreign language in the U.S. Findings highlight the need for promoting extra-curricular activities to enhance the teaching and learning experience of Arabic.