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English Language Teaching Research in the Middle East and North Africa pp 303–318Cite as

Palgrave Macmillan

Including Diglossia in Teaching Arabic as Second Language Programmes: Suggestions and Implications from a Darija Course in Casablanca

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Abstract

This paper presented the results of a study conducted at a language school in Casablanca, Morocco, testing and describing the method used in this institute to teach Darija—Moroccan Arabic—comparing it with the literature concerning other teaching strategies. This study is significant in at least three major respects. Firstly, the majority of the students attending these courses had no previous knowledge of Modern Standard Arabic (MSA). Secondly, Darija is taught through the Latin alphabet. Thirdly, the Darija courses are shaped according to the Common European Framework of Reference for Languages. The findings of this study had important implications which may be applied in introducing language variation to L2 learners of Arabic in higher education syllabus.

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Authors and Affiliations

  1. University of Bologna, Bologna, Italy

    Francesca Tabloni

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  1. Francesca Tabloni
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Editors and Affiliations

  1. English Department, Faculty of Human and Social Sciences of Tunis, Tunis, Tunisia

    Sahbi Hidri

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Tabloni, F. (2019). Including Diglossia in Teaching Arabic as Second Language Programmes: Suggestions and Implications from a Darija Course in Casablanca. In: Hidri, S. (eds) English Language Teaching Research in the Middle East and North Africa. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-98533-6_14

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  • DOI: https://doi.org/10.1007/978-3-319-98533-6_14

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-98532-9

  • Online ISBN: 978-3-319-98533-6

  • eBook Packages: Social SciencesSocial Sciences (R0)

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