Arabic in a global diaspora -maintenance of and provisions for Arabic in Manchester, UK
Lead Research Organisation:
University of Manchester
Department Name: Arts Languages and Cultures
Abstract
This project takes an ethno-linguistic approach to mapping the linguistically and culturally diverse Arabic speaking community in Manchester in terms of language practices, maintenance and provisions, taking into account practices led by the community and public service providers.
Recent tensions around 'Brexit', the outcome of the US presidential election and the refugee crisis in Europe have added to growing suspicion and discomfort in public discourse about the conspicuous presence of Arab communities. The community's growth and internal diversity pose new challenges to public services and policy in terms of language provisions, and to the community itself. Local Arabic supplementary schools - community-based institutions teaching Arabic - and community associations such as 'Rethink Rebuild Society' make efforts to adjust to the new environment while maintaining heritage. The rising demand for interpreting and translations indicates the community's needs, while creating opportunities for people with language skills.
This study seeks to answer the following questions:
How do public sector agencies respond to the language needs of Manchester's Arabic speaking community? How aware are public institutions of the presence and diversity of the community? What tools do public agencies have to identify and measure language needs? What difficulties do they face? What knowledge about Arabic do public agencies require to effectively manage their engagement with the local community?
How does Manchester's Arabic speaking community organise its needs? What efforts does the community make to maintain language? Are Manchester's Arabic supplementary schools divided by 'national background' groups, or do immigrants of diverse Arabic speaking backgrounds congregate around shared community institutions to constitute a language community in situ? What is the attitude of speakers of Arabic toward cross-dialect communication?
What role does Arabic play in the commercial sector? What is the economic value of Arabic in marketing and branding, training and recruiting workforce?
Recent tensions around 'Brexit', the outcome of the US presidential election and the refugee crisis in Europe have added to growing suspicion and discomfort in public discourse about the conspicuous presence of Arab communities. The community's growth and internal diversity pose new challenges to public services and policy in terms of language provisions, and to the community itself. Local Arabic supplementary schools - community-based institutions teaching Arabic - and community associations such as 'Rethink Rebuild Society' make efforts to adjust to the new environment while maintaining heritage. The rising demand for interpreting and translations indicates the community's needs, while creating opportunities for people with language skills.
This study seeks to answer the following questions:
How do public sector agencies respond to the language needs of Manchester's Arabic speaking community? How aware are public institutions of the presence and diversity of the community? What tools do public agencies have to identify and measure language needs? What difficulties do they face? What knowledge about Arabic do public agencies require to effectively manage their engagement with the local community?
How does Manchester's Arabic speaking community organise its needs? What efforts does the community make to maintain language? Are Manchester's Arabic supplementary schools divided by 'national background' groups, or do immigrants of diverse Arabic speaking backgrounds congregate around shared community institutions to constitute a language community in situ? What is the attitude of speakers of Arabic toward cross-dialect communication?
What role does Arabic play in the commercial sector? What is the economic value of Arabic in marketing and branding, training and recruiting workforce?
Organisations
Publications
Studentship Projects
| Project Reference | Relationship | Related To | Start | End | Student Name |
|---|---|---|---|---|---|
| ES/P000665/1 | 01/10/2017 | 30/09/2027 | |||
| 1881378 | Studentship | ES/P000665/1 | 01/10/2017 | 30/03/2021 | Leonie Gaiser |
| Description | I have explored and will contribute to understandings of the notion of 'community', focusing on Arabic in Manchester. My research will further develop discussions on language maintenance, family language policy, linguistic landscapes, and language provisions (interpreting and translation services). I have increased our understanding of notions of 'language' (looking at different varieties of Arabic), which will enhance heritage language teaching in the diverse UK context. My research allows to give recommendations relevant to language maintenance in the supplementary school context as well as family context, as well as providers of language services to facilitate access to public services. I have increased understanding of how public sector agencies respond to language needs for 'Arabic', and how aware public institutions are of the diversity of the community of Arabic speakers. I have explored the efforts that Arabic speakers make to maintain their language, and what difficulties they face. Furthermore, I have explore the role of Arabic in the commercial sector, and for Manchester more widely as an global city. |
| Exploitation Route | My research has contributed to the development of a workshop for supplementary schools as part of a Multilingual Manchester (University of Manchester) activity. The workshop is to take place on 14th and 15th March 2020 at the University of Manchester, in collaboration with a colleague from Westminster University, London. My research allows to give recommendations relevant to language maintenance in the supplementary school context (i.e. language education) as well as family context (e.g. language acquisition), as well as providers of language services to facilitate access to public services. |
| Sectors | Communities and Social Services/Policy,Education,Culture, Heritage, Museums and Collections,Other |
| Description | My findings have contributed to creating activities around language as part of the Multilingual Manchester (The University of Manchester) engagement strand, as well as the development of a workshop for supplementary school teachers on language variation in the classroom (to take place in March 2020). |
| First Year Of Impact | 2019 |
| Sector | Communities and Social Services/Policy,Education,Culture, Heritage, Museums and Collections,Other |
| Impact Types | Cultural,Societal |
| Description | Dealing with language variation in the supplementary school classroom |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Third sector organisations |
| Results and Impact | This workshop was developed partly on the basis of my research and in the framework of the Multilingual Manchester research unit, at The University of Manchester. It is an event to take place on 14 and 15 March 2020, and delivered by myself, my supervisor and one colleague from Westminster University. Supplementary school teachers (teachers at community-based weekend language schools) have been invited to participate in discussions around language variation in the supplementary school classroom. The workshop will introduce a number of concepts around multilingualism to the teachers and offer opportunities to ask questions to experts. We will offer coaching and support in strategic planning, e.g. for planning of school curricula. There will be opportunities for participants to ask questions and share experiences. There will be around 60 participants. |
| Year(s) Of Engagement Activity | 2020 |
| Description | International Mother Language Day engagement panel discussion |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | This was a panel discussion, focusing on heritage language learning during and after a global pandemic. The discussion was lively and offered interesting insights. We received fantastic feedback. |
| Year(s) Of Engagement Activity | 2022 |
| Description | School Visit |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | This engagement activity was a school visit to a local Grammar School, where I offered a workshop on Sociolinguistics that was based on my research. 20 students and five MFL teachers attended. The interactive workshop sparked questions and discussion afterwards, and the school reported increased interest in the topic. |
| Year(s) Of Engagement Activity | 2021 |