1 Analysis of Arabic Cultural Aspects in Three Main Arabic Textbooks A THESIS Submitted to the Faculty of the School of Graduate Studies and Research of California University of Pennsylvania in partial fulfillment of the requirements for the degree of Master of Arts in Social Sciences by Radhouane Boubaya Research Advisor, Dr. Razak Abedalla-Surrey California, Pennsylvania 2020 (cid:21) (cid:38)(cid:36)(cid:47)(cid:44)(cid:41)(cid:50)(cid:53)(cid:49)(cid:44)(cid:36)(cid:3)(cid:56)(cid:49)(cid:44)(cid:57)(cid:40)(cid:53)(cid:54)(cid:44)(cid:55)(cid:60)(cid:3)(cid:82)(cid:73)(cid:3)(cid:51)(cid:40)(cid:49)(cid:49)(cid:54)(cid:60)(cid:47)(cid:57)(cid:36)(cid:49)(cid:44)(cid:36) (cid:38)(cid:36)(cid:47)(cid:44)(cid:41)(cid:50)(cid:53)(cid:49)(cid:44)(cid:36)(cid:15)(cid:3)(cid:51)(cid:36) (cid:55)(cid:43)(cid:40)(cid:54)(cid:44)(cid:54)(cid:3)(cid:36)(cid:51)(cid:51)(cid:53)(cid:50)(cid:57)(cid:36)(cid:47) (cid:36)(cid:85)(cid:68)(cid:69)(cid:76)(cid:70)(cid:3)(cid:47)(cid:68)(cid:81)(cid:74)(cid:88)(cid:68)(cid:74)(cid:72)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:47)(cid:76)(cid:81)(cid:74)(cid:88)(cid:76)(cid:86)(cid:87)(cid:76)(cid:70)(cid:86) (cid:58)(cid:72)(cid:3)(cid:75)(cid:72)(cid:85)(cid:72)(cid:69)(cid:92)(cid:3)(cid:68)(cid:83)(cid:83)(cid:85)(cid:82)(cid:89)(cid:72)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:55)(cid:75)(cid:72)(cid:86)(cid:76)(cid:86)(cid:3)(cid:82)(cid:73) (cid:53)(cid:68)(cid:71)(cid:75)(cid:82)(cid:88)(cid:68)(cid:81)(cid:72)(cid:3)(cid:37)(cid:82)(cid:88)(cid:69)(cid:68)(cid:92)(cid:68) (cid:38)(cid:68)(cid:81)(cid:71)(cid:76)(cid:71)(cid:68)(cid:87)(cid:72)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:71)(cid:72)(cid:74)(cid:85)(cid:72)(cid:72)(cid:3)(cid:82)(cid:73)(cid:3)(cid:48)(cid:68)(cid:86)(cid:87)(cid:72)(cid:85)(cid:3)(cid:82)(cid:73)(cid:3)(cid:54)(cid:82)(cid:70)(cid:76)(cid:68)(cid:79)(cid:3)(cid:54)(cid:70)(cid:76)(cid:72)(cid:81)(cid:70)(cid:72)(cid:86) (cid:39)(cid:68)(cid:87)(cid:72)(cid:3) (cid:41)(cid:68)(cid:70)(cid:88)(cid:79)(cid:87)(cid:92) (cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66) (cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66) (cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66) (cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66) (cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66) (cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66)(cid:66) 3 Acknowledgments I want to thank my supervisor Dr. Razak Abedalla-Surrey for his valuable guidance and the members of my thesis committee, Dr. Arcides Gonzalez and Dr. Abdullah Alsaffar, for their suggestions and recommendations. My sincere gratitude goes to my wife Abir, my son Ayoub and my daughter Samar for their invaluable support and patience especially during the Corona-virus pandemic. 4 Abstract There is no doubt that culture represents a vital component in the foreign language curriculum. Over the past decades, foreign language textbooks, as a key element in the teaching and learning process, covered culture differently qualitatively and quantitatively and the Arabic textbooks are no exception. This study aims to evaluate the presence of Arab culture in three main Arabic textbooks widely used in western institutions. The researcher applied a content analysis methodology to extract and examine the cultural aspects incorporated into these textbooks. The findings show a strong emphasis on the geographical, religious, and literary aspects and less focus on the societal and economic aspects and those related to the Arabs’ daily lifestyle and leisure. The results could be used to decide which textbooks are more suitable for a specific curriculum and to help improve future educational material’s content. Keywords: Arabic Language, Arab Culture, Arabic Textbook, Cultural Competence, Content Analysis Intercultural Communication, Cultural Aspects, Cultural Content, Alif Baa, Al-Kitaab, Ahlan wa Sahlan, Arabiyyat-al-Naas. 5 Table of contents Statement of the Problem 12 Purpose of the Research 13 Research Questions 13 Significance of the Study 13 Limitations and Delimitations 14 LITERATURE REVIEW 15 Importance of the Culture 15 Integrating Culture in the Foreign Language Curriculum 18 RESEARCH METHODOLOGY 21 Research Design 21 Advantages of Content Analysis 22 Disadvantages of Content Analysis 22 Steps of Content Analysis 24 Data Analysis 25 Criteria Applied 26 Alif Baa 27 Al-Kitaab - Part One 29 Al-Kitaab - Part Two 31 Ahlan wa Sahlan – Part One 33 Ahlan wa Sahlan – Part Two 34 Arabiyyat-al-Naas – Part One 37 Arabiyyat-al-Naas – Part two 39 Arabiyyat-al-Naas – Part Three 41 RESEARCH FINDINGS 43 SUGGESTIONS & CONCLUSION 46 Suggestions 46 Conclusion 48 6 List of Tables Table 1: List of the textbooks subjects of this study 23 Table 2: Frequency of cultural elements in Alif Baa 27 Table 3: Frequency of cultural elements in Al-Kitaab - Part One 29 Table 4: Frequency of cultural elements in Al-Kitaab - Part Two 31 Table 5: Frequency of cultural elements in Ahlan wa Sahlan - Part One 33 Table 6: Frequency of cultural elements in Ahlan wa Sahlan - Part Two 35 Table 7: Frequency of cultural elements in Arabiyyat-al-Naas-Part One 37 Table 8: Frequency of cultural elements in Arabiyyat-al-Naas-Part Two 39 Table 9: Frequency of cultural elements in Arabiyyat-al-Naas-Part Three 41 Table 10: Frequency of cultural elements in all textbooks 43 7 List of Figures Figure 1: Part of each cultural element in Alif Baa 28 Figure 2: Part of each cultural element in Al-Kitaab - Part One 30 Figure 3: Part of each cultural element in Al-Kitaab - Part Two 32 Figure 4: Part of each cultural element in Ahlan wa Sahlan - Part One 34 Figure 5: Part of each cultural element in Ahlan wa Sahlan - Part Two 36 Figure 6: Part of each cultural element in Arabiyyat-al-Naas-Part One 38 Figure 7: Part of each cultural element in Arabiyyat-al-Naas-Part Two 40 Figure 8: Part of each cultural element in Arabiyyat-al-Naas-Part Three 42 8 Every nation has its own culture that is distinguished from others, and that culture is reflected in the language of its people. Language and culture are reciprocally connected and both acquired socially. This undeniable interconnection is evident in the field of foreign language teaching in general, and Arabic language education in particular. Teaching culture without language does not benefit learners. Likewise, teaching language without its cultural content is teaching meaningless symbols and formative templates. Culture in the broad meaning consists of two main components: on one hand, it is the anthropological or social culture, which includes customs, attitudes, and traditions, and on the other hand, it is the history of civilization, which contains arts, scientific achievements, and social sciences. The second component is based on the first element, as it presents the heritage of the society, and therefore must be known to learners to understand the target culture. Also, the combination of language and culture leads to the development of linguistic and cultural skills among learners, makes them better responsive to native speakers and therefore understand their ideas and behaviors. We can perceive the importance of this interrelationship while noticing that foreign language learners not only broaden their horizons for the targeted culture but also rediscover their own culture to the point that they look at it differently than before. Consequently, learners become more respectful toward other cultures and more appreciative of the feelings of others as they can grasp their cultural implications. Brown (2007), Schultz (2007), and Tang (1999) have demonstrated that teaching a language along with culture and without an intermediate language is very effective. Otherwise, the teaching process becomes a waste of time and effort for both the educator and the learner besides the language becoming useless and difficult to understand. Hence, culture has a great impact on learners, as it causes to develop a positive attitude towards the language they are 9 learning especially if the teaching process is enjoyable and interesting as learners discover new cultural patterns different from their own which leads to increasing their interests and stimulating their motivation to learn about cultural habits and customs. Acquiring knowledge and learning new skills to succeed professionally and personally have been always the main goal of receiving an education. That is why the teachers’ role is vital as they continually “engage the student and find what makes the student interested in the subject” (Slapik, 2017, para. 9). Their role becomes more challenging while teaching foreign languages which is one of the social science’s major subjects. Social science is the study of human society and social relationships where students learn a range of sciences such as anthropology, archaeology, economics, geography, history, and law. Teaching and learning foreign languages have constantly been the subject of several studies and researches in the 20th century and the first two decades of the 21st century. While there are several reasons behind learning a new language, from being able to speak to more people (Duffin, 2020), to boosting cross-cultural understanding (Boroditsky, 2010), to improving test scores in core subjects (the American Council on the Teaching of Foreign Languages, n.d.), the process of learning a foreign language allows learners to discover other civilizations and gives them a unique opportunity to exchange experiences and knowledge with others; thus, cultural awareness empowers learners to build relationships with people from various regions of the world, as well as to respect their values, races, and backgrounds. Also, by being able to understand foreign cultures, learners can watch foreign movies, listen to foreign music, discover foreign literature in the native speakers’ language, and uncover the history of other countries. At a certain point, language learners reconsider their own culture 10 and understand it in a new way as they draw new perspectives while discovering the benefit of being emancipated from monolingualism. On the personal level, learning a foreign language will make traveling much easier as mastering the local language enables learners to read local newspapers and easily order local food, besides finding more loving and welcoming native speakers as a result of speaking their language, showing interest and understanding of their history and culture (Gorsky, 2019). On the professional level, several studies show that acquiring a new language will benefit businesses (Jolin, 2014) by improving analytical skills, along with work skills, creativity and problem solving, and promotes opportunities to participate in the business, medicine, law, trade, technology, industry, and marketing. Undeniably, learning a new language implies discovering a whole new culture: the true meaning of a language is within the culture conveyed not its vocabulary, grammar or syntax. Hence, learners are expected to not only use the language to communicate and interact with native speakers but employ the language’s cultural trait and excel in various real-life experiences. To this end, educators should assist language learners in acquiring every skill needed to achieve language and cultural proficiency. The World-Readiness Standards for Learning Languages identify culture as the “true content of the foreign language course” and as one of the standards’ goal areas or also one of the five Cs in learning a foreign language (Clementi & Terrill, 2017). While teaching a foreign language, the cultural part is sometimes overlooked and even disregarded especially at the beginner and intermediate level or when barriers exist such as beliefs and attitudes (Yang & Chen, 2016). This could happen when teachers only rely on outdated and/or non-authentic