Learning From Abdallah: A Case Study of an Arabic‐Speaking Child in a U.S. School

Abstract

Abdallah, an Arabic‐speaking, Palestinian 9‐year‐old student, was observed as he worked to understand his new English language and culture. Some issues and questions addressed in the article include effective methodologies for the assessment of literacy development in the Arabic and English languages, effective instructional strategies to scaffold Arabic‐speaking children's English language learning, and linguistic factors that might affect the Arabic‐speaking students' transition to English. The article sets forth theoretical underpinnings for the chosen assessment and instructional strategies and a summary of supporting research in the area of Arabic‐speaking English‐language learners. If teachers are to be prepared to design and implement instruction for Arabic‐speaking English‐language learners, they must have an understanding of the linguistic and cultural characteristics of this population, the differences between the Arabic and English languages, and effective strategies for assessing and scaffolding language and literacy development.

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