Learning Arabic in a first and second language environments : Moroccan children learning Arabic in the Netherlands and Morocco

Abstract EN

In the Ne, heriand$, research on Modem standard Arabic (msa) proficiency in a second language environment ha$ hardly focused on t^e possible link between Arabic language proficiency and the contextual factor of environment.

This focus mattere greatly, as the and the Moroccan language learning environments distinguished comprise language contact situations with for example, different amounts of exposure to the language under concern.

Related to this is the question whether and to what extent the learning environment influences MSA langage proficiency; and whether and to what extent learning Arabic in a first-language environment is different from learning it in a second-language environment.

In our contention, answere to these questions are very important from ؛he points of view of comparative didactic theories of language learning.

In the absence of language proficiency data - involving the whole spectnjm of Arabic grammar (i.e., phonology, morphology, lexicon, and syntax) - from the firet-language environment, it is difficult to judge, for instance, he proficiency of Moroccan children learning MSA in a second-language environment as high or low.

It is equally difficult to diagnose deviations in the Arabic language acquisition patterns as long as more detailed data on Arabic language acquisition of the Moroccan children in firet-language environment are not available.

An empirically grounded underetanding of primary schools' children command of Arabic as a firet and/or a minority language along with ،he effects of ،he language status and input studies can serve as a baseline for educational and didactic initiatives.