Implementing a Project-based approach on Arabic Heritage Language Learners: Creativity, Motivation, Learner agency and Identity

Khaled, Fatima (2024). Implementing a Project-based approach on Arabic Heritage Language Learners: Creativity, Motivation, Learner agency and Identity. EdD thesis The Open University.

DOI: https://doi.org/10.21954/ou.ro.00099348

Abstract

As an educator with over 19 years of experience teaching Arabic, and the headteacher of a supplementary school known as the Peace School, where Arabic is taught, a persistent challenge is engaging young bilingual heritage learners in continuing their Arabic studies. While project-based learning has been shown to have a positive impact on language acquisition, there is limited research on the experiences of bilingual heritage learners studying their heritage language within a predominantly monolingual educational system. This thesis employs a case study methodology to investigate the experiences of young heritage language learners using MDST as an innovative project-based approach in a heritage language classroom. The research examines the extent to which this pedagogical approach influences their motivation, learner agency, and identity. Seventeen students, aged 12 to 16, studying Arabic at the Peace School, participated in the study through observations, individual interviews, and the analysis of artefacts. The study aims to explore the students' experiences and developments in motivation, learner agency, and identity through the implementation of MDST as a project-based learning strategy.
It was found that as a result of project-based learning (PBL), participants developed their confidence which in turn positively impacted their agency and motivation. Another key finding was the significant role of PBL in instilling a feeling of belonging and supporting heritage learners to access and express parts of their identity and sense of self by drawing upon their creativity and personal experiences within a safe space.
The research has implications for policy development in identifying the importance of accommodating for heritage learners and for tailoring a curriculum which targets their needs and motivates them to explore their identity and learn the heritage language.

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