The scene I witnessed at a well-known Arabic restaurant sparked many questions in my mind: Why is English preferred within an Arab family, in an Arab restaurant, and without any obvious necessity? And to what extent does this language pattern affect children’s sense of belonging and cultural identity?
Between Challenge and Belonging
Field observations indicate that the majority of Arab children in international schools across Egypt and the Gulf prefer speaking English in their daily interactions. With the dominance of foreign digital content, English has become woven into the fabric of their daily lives—sometimes at the expense of their mother tongue.
- The issue runs deeper than just usage; language is not merely a tool for communication. It is a vessel for thought, a bridge to culture and identity, and a key to understanding oneself and others.
- What our children need is not to study Arabic as a rigid academic subject, but to acquire it the way a child acquires their first language—through natural exposure, participation, and interaction.
Acquisition doesn’t begin at the blackboard; it begins in life itself. Many of our Arab children in international schools—despite their heritage—are treated as learners of Arabic, rather than as natural language acquirers, as if Arabic were foreign to their identity.
For Arabic to become alive in their hearts, it must be woven into the details of their daily lives: they must breathe it, not merely memorize it; taste it in plays, use it in games, and express their thoughts and emotions through it. Only then does Arabic stop being a “school subject”… and become a way of life.
The Family: The Primary Nurturer of Language
Some parents mistakenly believe that speaking to their children in a foreign language is a sign of cultural sophistication and a means to secure their academic future. This belief is often accompanied by a growing disinterest among children in Arabic content, which frequently lacks the excitement and imagination found in other languages.
Yet, the family remains the child’s first language institution—the most authentic guardian of identity. When the home conversation is replaced by a foreign language, it’s as if we’re whispering to the child: “Your mother tongue isn’t a priority.”
This silent message widens the gap, weakening the bond with the native language over time. We must reawaken parents’ awareness of the importance of Arabic and guide them with practical ways to promote it at home: shared reading, play, songs, and engaging Arabic programs.
Arabic is not just a language—it is a heartbeat and identity. Its acquisition begins when it becomes part of a child’s everyday life: in the warmth of home, in grandparents’ stories, and in the songs of childhood.
The Teacher: A Linguistic Role Model in the Classroom
How many of us were drawn to a subject or a language because of an inspiring teacher? A teacher is not merely a transmitter of information, but a living example of the beauty and authenticity of language.
When a teacher performs with mastery and genuine passion, Arabic transforms in students’ eyes from a “requirement” into a “desire,” and from a “subject” into a “daily passion.”
This highlights the importance of empowering teachers and training them in modern interactive methods that help students connect emotionally and intellectually with the language.
Yet, the reality is not without challenges: the heavy administrative and instructional loads placed on Arabic teachers often prevent them from delivering consistently engaging lessons.
Thus, rethinking the number of allocated periods, and providing sufficient time for preparation and creative teaching, is no longer a luxury—but a necessity for fostering vibrant, profound, and creative Arabic education.
Society: A Supportive or Alienating Environment
For genuine language acquisition to occur, there must be a vibrant Arabic-speaking environment that brings the language to life in the details of everyday life—in signage, public transportation, and community spaces.
Cultural institutions—such as cultural centers, reading clubs, and public speaking platforms—are vital pillars in shaping linguistic and cultural awareness among young people.
However, for these institutions to be truly effective, they must offer activities tailored to children and youth, considering their ages and interests.
These should be presented in fluent and appealing Arabic that blends enjoyment with learning. High-quality Arabic film screenings, followed by interactive activities such as discussions, reenactments, or rewriting endings, can play a key role in this effort.
It’s also essential that these institutions evolve from being mere book-reading spaces into dynamic environments that foster critical thinking, creative writing, and self-expression.
Only then can these venues transform into true “platforms of life,” pulsing with language, culture, and belonging—rather than remaining as constrained cultural facilities.
