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For most people, the process of learning a new language can be exciting but at the same time challenging. The first three chapters of the book by Ryding (2013) provide the “fundamentals of foreign language pedagogy” (p. 1). To start with, the author states that acquiring another dialect needs continuous exposure to target data in multiple ways and from different sources (Ryding, 2013). In a formal setting, where there are a teacher and students, the former needs to make wise pedagogical decisions. It may be overwhelming for the educator, regarding the place to start and materials to select for better progress. Ryding (2013) offers ten principles for discussing Arabic, including high expectations, complementing the textbook, lively class, practice, starting with what is known, regular homework, range of activities, filling, and reviews. What I garnered from the first chapter is that it is important to have the determination and make the experience of mastering the tongue interesting and full of various tasks.
In the second chapter, the author focuses on how instructors can balance teaching and learning, as well as research and practice. It is essential to think of an underlying theory for tackling the pedagogy of different varieties of Arabic (Ryding, 2013). Notably, the fundamental difference hypothesis assumes that second language acquisition (SLA) is significantly distinct from toddler development of mother tongue. Several frameworks can be utilized in understanding SLA, including behaviorism, generative theory, universal grammar, relative contribution model, and processability. Each is based on proposed possible ideas, otherwise known as a hypothesis. In research, tentative statements are often put to test before verifying their validity and integrating it into practice. One of the realizations I made while reading is that learning is different from acquisition. Whereas the latter is informal, unconscious, intuitive, and needs tacit competence, the former is formal, conscious, analytical, rule-based, and is done in a lecture hall.
The third chapter clarified that institutions require lecturers to be professional and adhere to professional standards while interacting with students. It is useful for the instructor to uphold integrity by constantly reflecting on their actions and speech. According to Ryding (2013), distinction in the type of knowledge, including received and experiential information, influences teaching. It is always important to document all the skills garnered when interacting with students to enhance progress. Other ethical conducts must be upheld in teaching Arabic, including good judgment, objectivity, licensure, and qualification for the job. There are six important components of professionalism, which are certification, networking, small grants, mentoring programs, meetings, and peer reviews. Significantly, I realized that teachers rarely apply for a subsidy to aid in their research. More awareness needs to be created so that they seek opportunities to submit a request for proposals.
Conclusively, Part I was inspirational as I learned more about the basics of SLA, with a focus on the acquisition of the Arabic language. In a world where immigration and interaction are becoming rampant, it is important to be multilingual. Knowing how to communicate in Arabic is good for students since, in the future, multinational organizations will require people who are competent to deal with both Western and Eastern clients. I have learned that the teachers’ identity, level of professionalism, experience, and use of theories and research have an impact on how fast the students learn Arabic. The educators must purpose continuously record and file their practice while also studying to be more competent. As the instructors work hard on their part, I think it is also essential for students to be enthusiastic about the class to make the experience simultaneously enlightening and entertaining.
Reference
Ryding, K. C. (2013). Teaching and learning Arabic as a foreign language: A guide for teachers. Georgetown University Press.
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