To Me, Teaching Arabic at a Jewish School Is the Right Answer in Any Language

To Me, Teaching Arabic at a Jewish School Is the Right Answer in Any Language

My academic background is in Near Eastern and Judaic studies. Last year, my first as a teacher, I taught middle and high school Judaic studies at Charles E. Smith Jewish Day School in Rockville.

Last spring, I approached the school's administrators with the idea of teaching beginning Arabic as well as Jewish history. They were extremely supportive and offered me the opportunity to teach three Arabic courses this semester. I decided to do it for at least two reasons.

The first is philosophical. I believe that studying any foreign language is invaluable to any student. It provides an avenue for the intellectual exploration of ethnic and cultural diversity. The second is practical. It is evident that, for years to come, America will need more people who can speak, read and write Arabic.

Most of the students I work with were already engaged in Middle East history and politics, and most have strong religious ties to Israel. So, adding an Arabic course to the curriculum seemed only natural. These young men and women care passionately about the Arab-Israeli conflict, and many of them believe that learning Arabic will allow them to promote peaceful coexistence between Jews and Arabs.

In addition to teaching language skills, the course is designed to introduce students to Arab culture and history, modern and ancient. They learn songs and read media reports involving the Arab world.

My students are fortunate. They have a special impetus to master Arabic: Seniors spend their final semester of high school in Israel, where Arabic is one of the official languages. The students are thrilled to arrive in Israel able to read street signs and communicate with native Arabic speakers. Additionally, all 60 or so students whom I teach have a strong knowledge of Hebrew, which, like Arabic, is a Semitic language. Having command of a Semitic language -- with cognate words and similar grammatical constructions -- is a huge advantage when trying to learn a language as difficult as Arabic.

I believe that book knowledge of history and politics is important, but learning a language is a priceless skill when attempting to understand a region and its people. I regularly share with my students personal stories of how knowledge of Arabic has allowed me to experience the world more completely and vividly.

One of my most memorable interactions occurred while I was being driven around Jerusalem by an Arab cabdriver. As a young student, I was ecstatic to have the opportunity to practice the language. The driver was in disbelief that an American Jewish woman was making the effort to speak to him in h is language. He mentioned how excited he would be to return to his wife and family and tell them about the Arabic-speaking Jewish American he met at work. He even invited me to his village and home.

I tell my students that there is no feeling more gratifying -- or flattering -- than to speak with someone in his or her native tongue.

It is also gratifying for me to see these young adults excitedly read difficult Arabic script that just a few months ago was indecipherable scribbles to them. In the hallways between classes, I always smile when they greet me or speak to one another in Arabic.

Learning the language has prompted them to pursue knowledge of the Arab world. They often bring me news articles and ask questions about Islam. They let me know how proud of themselves they are when they encounter Arabic speakers and can use what they've learned in class.

I have little doubt that learning Arabic is good for them, as well as good for international relations and perhaps even beneficial for the future of America.

-- Doran Goldstein

Rockville

dgoldstein@cesjds.org