Arabic acquisition at home

The book "Acquiring Arabic in the Homeland: Issues and Approaches" compiles a collection of academic studies by researchers in the educational field, focusing on the teaching and learning of the Arabic language both in homeland and diaspora. The book was edited by Alaa Al-Jabali, Rana Sablini, and Fouad Al-Qaisi. Arab societies are undergoing profound transformations in their educational structures, particularly evident in the rapid expansion of schools that adopt foreign languages as the primary language of instruction within the Arab world. The authors of this book agree that this phenomenon cannot be viewed as a neutral educational choice; rather, it is the result of a complex interaction of economic, social, and cultural factors, most notably globalization, shifts in the job market, and the dominance of perceptions that link progress and modernity with proficiency in foreign languages. In light of this epistemological concern, a category of native speakers has emerged, referred to in educational and linguistic literature as "heritage language speakers." These are individuals of Arab descent who have a family and community connection to Arabic but receive their formal education in a different language. The issue of teaching Arabic to this group takes on special importance because it occurs within their homelands, not in the context of migration or expatriation, which makes the paradox even sharper and more complex. This book offers educational and linguistic approaches that seek to deeply understand this phenomenon by presenting studies that highlight the specific characteristics of "heritage language speakers" and respond to their linguistic and cognitive needs. The book also combines theoretical and practical dimensions, aiming to rebuild the learner's connection to Arabic on modern interactive foundations, empowering their role as active participants in their learning rather than passive recipients. The unique feature of this book is that it does not offer definitive solutions to the issues of this category of learners as much as it seeks to stimulate a serious scientific discussion about the future of Arabic in its changing educational contexts, and to call for reconnecting what may be severed between these learners and their origins, and between language as a tool for knowledge. The goal of this effort is for the Arab learner to interact with their language not as a relic of the past, but as a living, renewable horizon capable of responding to the challenges of the present and shaping the future. Contributors: Mahmoud Al-Ashiri, Rima Qanawati, Sanaa Jaber, Anis Ben Salem, Abdul Rahman Shams El-Din, Shadi Qahwaji, Dalal Abu Al-Saud, Hamza Ghoura, Mustafa Bu Anani, Hani Farrag Ali Abu Bakr, Khadija Al-Sallabi, Abdullah Abdullah, Abdul Azim Sabri