Last year I presented a paper on the use of technology in my Arabic class at the Ohio Foreign Language Association summer conference. At the end of my session, a Spanish teacher opened the discussion by talking about students discarding their work because it was not an essential topic in the state. This undermined his teaching time and I wanted to know if I experienced the same phenomenon in my teaching career; Without hesitation, I admitted to having faced the same problem. As multilingual attendees at Ohio schools shared their experiences, we vented about how often we had to confront our colleagues to prevent them from removing students from our classes and how that devalued our teaching.
In my fifth year of teaching Arabic as a second language, I often reflect on how often my subject is undervalued. Sitting at my desk at the end of the day, I remember numerous instances in which my colleagues said my work was easy or unimportant because it was not a state-tested subject or graduation requirement. They see my class as a convenient time for students to do extra homework in core subjects like math and science. This perception undermines my efforts and sends a worrying message to my students: that learning Arabic, or any subject outside of traditional school disciplines, is less meaningful to their learning experience. This also reflects a broader issue that sends a damaging message to students about what is truly important in their education.
When we devalue subject areas outside of our state-mandated curriculum, we fail to recognize the full range of skills students need for a well-rounded education.
The fight for recognition and its impact on student identity
At my school, non-tested and non-compulsory subjects face specific restrictions and limitations. For example, after reading the Ohio Department of Education StandardsI noticed disparities in budget allocations that limit the availability of Arabic textbooks and materials. This forced me to look for creative solutions to provide quality education with limited resources, especially considering that the standards determined by the state of Ohio We are united by all the languages of the world.although each language has its characteristics.
This neglect affects both my teaching and the opportunities available to my students, a large majority of whom identify with Arab heritage or the Muslim faith. Because of their identities, parents are motivated to enroll their children in our school because we offer an Arabic language program; They see the value of learning Arabic to understand its holy scriptures, the Quran and the Hadiths.
This lack of recognition extends to subjects not assessed by the state, such as Arabic, which are often undervalued compared to core subjects. In this case, devaluing unassessed subjects like Arabic in favor of core subjects confuses students about the importance of their heritage and identity. This disregard can lead students to internalize that their cultural background and language are less valuable, causing a ripple effect on their self-esteem and engagement in school.
Despite all the challenges of teaching Arabic as a non-state-examined subject, I never lose faith in its value for my students. The importance of learning Arabic goes far beyond simple language skills; It connects students to their cultural roots, enhances their global awareness, and opens doors to opportunities that might otherwise be closed.
The importance of learning world languages
When I started teaching Arabic, I was very excited about the professional benefits that learning a world language could bring to my students. It wasn't just about them getting a better grade or future job prospects, although that's certainly an important part. As someone who is also bilingual, I have experienced firsthand how speaking multiple languages fluently can open doors to various career opportunities. Speaking Arabic and English has allowed me to connect with people from diverse backgrounds, enhancing my professional network and broadening my career prospects.
Once, about six years into my teaching career, a former student reached out to share some wonderful news. I taught him Arabic in high school and he has since been admitted to medical school after graduating from university. While looking for a side job, he was offered a position in patient care, and the reason he stood out among other candidates was his ability to speak both Arabic and English. His bilingual skills made him an asset to the healthcare team, allowing him to connect with and help a broader range of patients, especially those who spoke Arabic.
This experience not only highlights the personal benefits of learning a world language, but also the critical role these skills play in real-world scenarios. For him, knowing Arabic was not just an academic achievement; became a key factor in his professional growth and his 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. I have seen how it can improve Cognitive skills, increase cultural awareness and improve critical thinking.. These crucial skills help students become well-rounded individuals, able to navigate our multicultural world with ease and empathy. When I watch my students learn Arabic, they not only gain language skills but also a deeper understanding of their cultural heritage, which is essential to their identity and academic motivation.
The focus on core subjects only means that students miss out on the opportunity to explore diverse fields of knowledge, limiting their future career options and cultural understanding. Missed opportunities are important and it's frustrating to see them when I know how enriching learning a new language can be.
Embrace and value all topics equally
Recognizing and valuing the benefits of learning non-state-tested subjects, such as Arabic, is crucial to creating a nurturing educational environment. My personal experience as a bilingual educator highlights how vital it is to support all subjects, including those that are not part of state testing requirements. To address this issue, we need a shift towards a more holistic educational approach that values all subjects equally. This means advocating for policies that provide resources and recognition to non-examined subjects, ensuring that they are treated with the same importance and resources as core subjects.
Administrators should advocate for this change by promoting the importance of these subjects and integrating them more fully into the curriculum. Schools could develop initiatives to highlight the value of unexamined subjects, ensuring that they are given adequate time and resources, which would help both students and teachers to appreciate their value.
This question is deeply personal to me, not only as an educator but also as a mother who wants her children to grow up in a school system that values all subjects equally, not just those considered worthy by state standards. I want my children and all students to experience an education in which each subject is given the importance it deserves, allowing them to develop a comprehensive understanding of the world.
By embracing and supporting all subjects, we can close the gap between the diverse needs of students and the rigid academic priorities often set by the system. It's not just about education: it's about creating students who feel seen, respected and empowered in their learning journey.
