TEACHING STANDARD ARABIC IN THE ARABIC DIASPORA IN THE UNITED STATES: A STUDY EXAMINING BEST PRACTICES USING CONVERSATION ANALYSIS WITH AN EMPHASIS ON DIGLOSSIA

Abstract

Utilizing conversation analysis, this study examined turn-taking in U.S.-based Arabic media, including how Arabic speakers interact with one another in conversation in the context of Arabic as a diglossic language where the interlocutors, in this case on the programs, might not share the same variety of Arabic. The primary goal of this examination was to provide support for the use of Standard Arabic (SA) as the language of instruction in the U.S. Arabic language classroom. Ethnomethodological method was used to examine turn-taking in programming on US Arab Radio ( راديو صوت العرب من أمريكا ). Three themes were identified through the analysis: (a) opening of the conversation, asking questions and providing answers, and interruption. In the data of the Arabic radio programs examined, the openings of the conversation are long and include direct greetings to the listeners and the guests, the introduction of the program topic, and background on the episode guest(s). Standard Arabic was found to be the variety of the openings of the conversations on all five episodes examined. When asking questions and providing answers, the host presents the question and the guest provides the answer in response. However, the native Arabic-speaking hosts, regardless of DA, do not move on to the next question directly after receiving an answer from a guest. Rather, when they take a turn after the guest, the hosts use the turn to comment on the guest’s response in acknowledgement, only after which they move on to ask their next question.