Annali di Ca’ Foscari. Serie orientale

Journal | Annali di Ca’ Foscari. Serie orientale
Journal issue | 56 | 2020
Research Article | Al-mihna wa’l-huwiyya. Motivational Dimensions of Arabic Heritage Learners in a Professionally-Oriented Education Setting

Al-mihna wa’l-huwiyya. Motivational Dimensions of Arabic Heritage Learners in a Professionally-Oriented Education Setting

Abstract

This study investigates motivational and professional orientations and identity issues of students of Arab descent majoring in Arabic in a teaching setting oriented to develop vocational and professional language skills. Their motivations for learning the target language were investigated and compared with those of their colleagues of non-Arab descent through a questionnaire that explored motivational factors, job expectations and education history. Apparently, students were prompted to take Arabic classes because of employment concerns and they proved keen on undertaking most of the proposed professions, providing that they were connected with the Arab world. It is also possible to highlight how the study of the language of origin was determined by thoroughly intrinsic motives. Cultural interests and especially identity needs provided the strongest push for the respondents, even in the surveyed education setting, where instrumental motivation was clearly expected to play a major role. Implications can be drawn as regards curriculum design and classroom practice.


Open access | Peer reviewed

Submitted: Feb. 6, 2020 | Accepted: March 25, 2020 | Published June 30, 2020 | Language: en

Keywords Classroom practice • Motivation • Heritage Learners • Professional Orientations • Teaching of Arabic • Identity

Copyright © 2020 Marco Aurelio Golfetto. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

Permalink http://doi.org/10.30687/AnnOr/2385-3042/2020/56/006


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