Pros and Cons of a Hot Debate
By Ingy Fahmy
The question of whether or not a stronger and more extensive Arabic curriculum should be implemented all the way from Pre-Kindergarten up to the twelfth grade is now the subject of debate among parents, teachers, and administrators. The Parent Teacher Association (PTA) and other concerned parents have been raising this question for at least five years now. They believe that the most beneficial solution is to implement a comprehensive Arabic program in the school, while others completely oppose it. Others think that an Arabic curriculum should be introduced all the way from Pre-Kindergarten but not as a rigorous course, rather one that would teach the students the basics of the Arabic language. Essentially, they believe that a moderate Arabic program should be maintained at Schutz.
Fifty-five percent of Schutz’s population is of Egyptian origin, and with time these Arabic-speakers are stressing more and more the need for a stronger Arabic curriculum. The main reason parents want a stronger Arabic program at Schutz is because they want their children to fully speak the language of their religion, culture, and heritage. Another reason why parents want their children to have a better understanding of the Arabic language is that they believe their children will need to use this language as they continue to live in Arabic-speaking countries. Parents are aware that Arabic is available for students who want to take the class. However, it is not similar to the curriculum offered by the Arab Academy and other Egyptian schools. Students from other schools around Alexandria and Cairo graduate with up to four different languages, including Arabic, which have been taught to them during their school years. Schutz students, on the other hand, graduate on overage with only two different languages and Arabic is not necessarily one of them.
Currently, the Classical Arabic curriculum provided at our school is adapted from the American University of Cairo (AUC). This curriculum is not as strong as the Arabic curriculum of the Arab Academy simply because it is for learners who have English as a second language (ESL). Introducing the stronger Arabic curriculum of the Arab Academy would further enhance the students’ Arabic skills in writing, reading, and in general speech as it would be exposing the language to them while still at a young age so that they would develop as they proceed through the different levels our educational system.
However, on the conflicting side, other parents are totally opposing this idea of a more intensive Arabic curriculum. This small but influential group of parents claims that they have admitted their children into an American school to be taught an American education, not an Egyptian education. Schutz is accredited by the New England Association of Schools and Colleges (NEASC) program, and this program only requires the teaching of some foreign languages. It does not require Schutz to teach an extensive Arabic curriculum. Parents who are opposed to implementing a widespread Arabic program feel that adding more Arabic class time may take away instructional time from other subjects like Math, English, or Science.
Whether or not the school is to implement a more extensive Arabic program, students feel that the various school organizations need to end the discussions on this issue and actually take some effective action. Both sides of the debate have their positives and negatives, but just conversing about this issue will not get us anywhere. We need to take a standpoint on this issue and start working towards our goals. We need to reach a consensus that will satisfy all sides.
By Ingy Fahmy
The question of whether or not a stronger and more extensive Arabic curriculum should be implemented all the way from Pre-Kindergarten up to the twelfth grade is now the subject of debate among parents, teachers, and administrators. The Parent Teacher Association (PTA) and other concerned parents have been raising this question for at least five years now. They believe that the most beneficial solution is to implement a comprehensive Arabic program in the school, while others completely oppose it. Others think that an Arabic curriculum should be introduced all the way from Pre-Kindergarten but not as a rigorous course, rather one that would teach the students the basics of the Arabic language. Essentially, they believe that a moderate Arabic program should be maintained at Schutz.
Fifty-five percent of Schutz’s population is of Egyptian origin, and with time these Arabic-speakers are stressing more and more the need for a stronger Arabic curriculum. The main reason parents want a stronger Arabic program at Schutz is because they want their children to fully speak the language of their religion, culture, and heritage. Another reason why parents want their children to have a better understanding of the Arabic language is that they believe their children will need to use this language as they continue to live in Arabic-speaking countries. Parents are aware that Arabic is available for students who want to take the class. However, it is not similar to the curriculum offered by the Arab Academy and other Egyptian schools. Students from other schools around Alexandria and Cairo graduate with up to four different languages, including Arabic, which have been taught to them during their school years. Schutz students, on the other hand, graduate on overage with only two different languages and Arabic is not necessarily one of them.
Currently, the Classical Arabic curriculum provided at our school is adapted from the American University of Cairo (AUC). This curriculum is not as strong as the Arabic curriculum of the Arab Academy simply because it is for learners who have English as a second language (ESL). Introducing the stronger Arabic curriculum of the Arab Academy would further enhance the students’ Arabic skills in writing, reading, and in general speech as it would be exposing the language to them while still at a young age so that they would develop as they proceed through the different levels our educational system.
However, on the conflicting side, other parents are totally opposing this idea of a more intensive Arabic curriculum. This small but influential group of parents claims that they have admitted their children into an American school to be taught an American education, not an Egyptian education. Schutz is accredited by the New England Association of Schools and Colleges (NEASC) program, and this program only requires the teaching of some foreign languages. It does not require Schutz to teach an extensive Arabic curriculum. Parents who are opposed to implementing a widespread Arabic program feel that adding more Arabic class time may take away instructional time from other subjects like Math, English, or Science.
Whether or not the school is to implement a more extensive Arabic program, students feel that the various school organizations need to end the discussions on this issue and actually take some effective action. Both sides of the debate have their positives and negatives, but just conversing about this issue will not get us anywhere. We need to take a standpoint on this issue and start working towards our goals. We need to reach a consensus that will satisfy all sides.
2.JPG)
No comments:
Post a Comment