Achieving the Advanced Oral Proficiency in Arabic: A Case Study

Abstract: This article is based on a case study of a white American graduate student, Mark, who achieved "Superior" oral proficiency in Arabic according to the ACTFL's Oral Proficiency Scale. Based on multiple data sources (e.g., interviews, observation, document analysis), the study highlights Mark's multiple identities as a language learner, language instructor, and as a (non)member of a target language community. It is hoped that the study will inspire and inform language learners and educators of LOTEs (languages other than English), particularly, of LCTLs (less commonly taught languages), such as Arabic. Key words: advanced speaker, case study Language: Arabic Introduction How does one reach native-like proficiency in a foreign or second language? Existing literature (e.g., Byrnes, 2006; Byrnes, Weger-Gunthorp, & Sprang, 2005; Leaver & Shekhtman, 2002) indicates that there is only a small number of language learners who can attain such proficiency. Consequently, we have very limited research about them. In particular, research on how their personal and linguistic profiles have facilitated or hindered their second language (L2) acquisition is scarce. As a nonnative user of English and a second Language Acquisition researcher, I have always been interested in knowing what makes some people more successful than others in reaching high levels of proficiency in commonly or less commonly taught languages. When Mark (not his real name) came to see me during my office hours to discuss his PhD program in Foreign and second Language Education, my long-term curiosity was transformed into a research inquiry. 1 noticed that he wore headphones when he came in. I asked him, just out of curiosity, what he was listening to. He told me that he was listening to Arabic news and other recorded materials to improve his Arabic. He went on to tell me that in order to immerse himself in Arabic, he records news, music, and TV programs on his iPod and listens to them wherever he goes. I was quite intrigued by this and began to ask him a series of questions about his Arabic language learning experience. In this article, in order to gain some insights into his personal and linguistic journey, I report the results from a case study of Mark, an American graduate student who achieved superior-level proficiency in Arabic, according to the ACTFL scale. The study aims to highlight some personal attributes that Mark has as a language learner and his relationships with the target language communities in order to uncover the factors which had facilitated or hindered in his acquisition of Arabic. It is hoped that the study will inspire and inform other language learners, as well as educators, and add some new dimensions to the existing literature on advanced language learners in general, and specifically on learners of less commonly taught languages. Theoretical Background After the September 11 tragedies, the interest in learning Arabic in the United States increased dramatically (Husseinali, 2006). Welles (2004), for example, reports that between the fall of 1998 and of 2002, enrollment in Arabic courses in higher education institutions in the United States increased from 5,505 to 10,585. In fact, according to a recent survey, Enrollments in Languages Other Than English in United States institutions of Higher Education, Fall, 2006, Arabic enrollment went up 127% (Ferman, Goldberg, & Lustin, 2007). Yet, little is known as to what motivates these students to learn Arabic (Husseinali, 2006) or even less is known about the individuals who have successfully achieved proficiency beyond a beginning or intermediate level of proficiency in Arabic. It is important to point out that recently the Modern Language Association (2007) has removed Arabic from the list of less commonly taught languages (LCTLs). It is reported that 23,974 students are currently studying Arabic placing it in the top ten most commonly taught languages in the United States for the first time. …