Introduction
Language is an essential component of human communication and one of the most critical factors in developing culture and ways of thinking. It serves various purposes, including providing a foundation for interpersonal relationships, a sense of self and cultural identity, learning and information acquisition, societal cohesion, and economic growth. Its significance cannot be understated since it affects how people see the world, relate with others, and comprehend it. Various cultural and historical factors have led to the emergence of diglossia in society, two or more different varieties of the same language. Given the significant role of language in people’s lives, a deep understanding of the concept of diglossia, its examples, the significance of multilingual development, and its impact on teaching becomes necessary.
Diglossia in the Arabic Language
Diglossia is a linguistic phenomenon that is widely observed in the Arabic language. It refers to the existence and usage of two or more Arabic dialects in an Arabic-speaking nation. Researchers distinguish classical Arabic (CA) from its contemporary version, modern standard Arabic (MSA) (Albirini, 2016). CA is the language of the Quran and classical literature.
MSA is regarded as the contemporary equivalent of CA and is utilized in official speeches, the educational system, and the media. Additionally, it serves as a way of communication for Arabic people who reside in various countries. The sentence structure in CA is the same as in MSA, but the groups, context, and some of the words used are very different.
For example, the primary distinguishing feature of CA is its vocabulary, some of which isn’t used colloquially anymore, and the use of diacritics (حرکات) to assist with recitation (Al Suwaiyan, 2018). Unlike CA, MSA features a lot of foreign borrowings, and diacritics are rarely used. Thus, these two languages are very different and represent the diglossia of the Arabic language.
Impact of Diglossia on Multilingual Development and Education
Linguistic attitudes and diglossia conditions may significantly impact how well Arabic-speaking students in Sweden develop their multilingual skills. Diglossia is still considered a theoretical issue in the pertinent literature, notably in education. However, actual evidence demonstrates that the majority of Arabic people do not view it in this way (Albirini, 2016). Ganuza and Hedman (2018) investigate how Swedish students’ academic success is influenced by their mother tongue education. According to the study, mother language instruction improves pupils’ reading comprehension and academic achievement (Ganuza & Hedman, 2018).
The cohabitation of MSA and different regional dialects in diglossic settings, however, might present difficulties for students’ linguistic growth and academic performance. Students who may be used to speaking a particular dialect at home but are expected to utilize MSA in formal contexts may find it confusing and challenging due to the differences between MSA and regional dialects in terms of grammar, vocabulary, and pronunciation. This can cause pupils to lack confidence and competence in both types, making it difficult for them to connect fully with their native tongue and culture.
Diglossia and linguistic attitudes can also significantly influence how kids are taught their mother tongues. This may impact how both educators and students feel about various linguistic variants. Regional dialects may occasionally be stigmatized and viewed as less valuable than the main variety, resulting in students’ lack of interest in learning and using their mother tongues and unfavorable views.
Teachers can find it difficult to find suitable materials and tools for teaching the many language variants. They may need to modify their lesson plans to suit various dialects. It can also be more challenging for students to develop their language abilities and sense of cultural identity if they have negative linguistic attitudes about their mother tongue. These attitudes can impact students’ motivation and involvement in the learning process.
It is vital to leave a map of access and organization for teaching the local tongue in elementary school and the appropriate types of education in order to address these issues (Statens Offentliga Utredningar, 2019). The extent to which students begin and complete their mother language class, as well as the variables that may affect participation, should also be examined.
Diglossia and linguistic attitudes can significantly impact how Arabic-speaking students develop their multilingual skills. While negative linguistic attitudes toward regional dialects can deter students from developing their language skills, the coexistence of regional dialects and the standard variety of Arabic can present challenges for teachers. Recognizing the importance of multilingualism and linguistic variety and fostering good attitudes toward all language variations are crucial for overcoming these difficulties. To support their instruction in a diglossic setting, teachers should obtain the proper training and materials, and mother-tongue instruction should be customized to the pupils’ requirements.
Language Preservation Among Arabic-Speaking Families in Sweden
The preservation of languages is crucial for the survival and ongoing development of cultures and identities, particularly in alien environments. Language serves not only as a form of communication but also as a representation of a community’s traditions, values, and history. When a language is lost or significantly changed, a substantial part of a community’s cultural legacy and sense of togetherness can be lost. For this reason, it is especially important to understand how and what factors can affect language retention and change in families of Arab origin in Sweden.
The degree of contact with the Arabic-speaking community in Sweden is one of the crucial elements that might impact language preservation. When people are exposed to Swedish and other languages, they may pick them up more frequently than Arabic, which might cause a change or loss. When a native language coexists with a societal language in terms of time, place, and resources in a person’s life, its linguistic future is altered (Ortega, 2020).
Language retention can be greatly influenced by socialization and family attitudes regarding language usage. Children are more likely to remember Arabic if parents make it a priority to speak it at home. Children risk losing their language abilities if parents speak Swedish more frequently or interfere with the use of Arabic.
The level and ability to read and write in Arabic are significant aspects that can impact language preservation. It is a complicated language, so kids who do not learn how to speak and write it may have trouble maintaining it as they become older. Here, mother tongue instruction is crucial for maintaining the language (Ganuza & Hedman, 2018).
Education in the mother tongue can aid in a child’s linguistic development and foster a love of their native tongue. In addition, the process of adjusting to the new culture and language of the host nation is referred to as acculturation. There is a chance that the heritage language of people and families who acclimate to the new culture and language will be lost or drastically transformed by the host language.
Conclusion
In conclusion, many factors may affect language preservation and language change in families with an Arabic background in Sweden. Some of them are linguistic interaction, socialization, parental views, reading and writing ability, and the acculturation process are all factors. It is crucial to prioritize Arabic language use at home, offer mother tongue education, and foster a favorable attitude toward the heritage language in order to support language preservation. Families with Arabic ancestry in Sweden may preserve their linguistic and cultural identity by acknowledging the significance of language preservation and addressing the elements that can damage it.
References
Al Suwaiyan, L. A. (2018). Diglossia in the Arabic language. International Journal of Language and Linguistics, 5(3), 228-238. Web.
Albirini, A. (2016). Modern Arabic sociolinguistics: Diglossia, variation, codeswitching, attitudes and identity. Routledge.
Ganuza, N. & Hedman, C. (2018). Modersmål, läsförståelse och betyg. Modersmålsundervisningens roll för elevers skolresultat. Nordand 13(1), 4–22. Web.
Ortega, L. (2020). The study of heritage language development from a bilingualism and social justice perspective. Language Learning, 70, 15-53. Web.
Statens Offentliga Utredningar. (2019). För flerspråkighet, kunskapsutveckling och inkludering: Modersmålsundervisning och studiehandledning på modersmål. Regeringskansliet. Web.