Blurb:

Chapter eleven addresses the complexities of learning Arabic, a diglossic language comprising distinct written (Fuṣḥa) and spoken (Ammiyya) forms. Native speakers encounter challenges transitioning between Ammiyya and Fuṣḥa in formal education, leading to linguistic stress. Non-native learners must master both varieties to engage in Arabic-speaking communities effectively. Various teaching models advocate for integrating Fuṣḥa and Ammiyya, recognizing their importance in practical communication. However, implementing such approaches requires well-trained instructors capable of navigating linguistic complexities. In Israel, teaching Arabic faces unique challenges amid sociopolitical dynamics, often prioritizing Fuṣḥa over Ammiyya. This reflects broader social and political influences on language education.