Multilingual education in Lebanon : 'Arabinglizi' and other challenges of multilingualism

Abstract

It is the aim of this paper to describe and discuss important aspects of multilingualism in Lebanon and its impact on education. In the first part a review of existing research establishes a profile of urban multilingualism, which is then supported by additional data, including elements of public discourse and qualitative case studies. Communication in Lebanon is characterised by a dominant spoken language, Lebanese Arabic, and great diversity in the private and public uses of written Standard Arabic, English and French. The multilingual diversity is also reflected in the education system, where Standard Arabic, French. English, and German serve as languages of instruction. Quantitative data indicate a shift from the preference of French towards English as a language of instruction. With the help of a revised concept of diglossia, these findings are put into perspective. There are a number of educational implications, of which the two most prominent are explored in the second part of the paper. First, an analysis of 'voices from the language classroom', documented in 18 essays collected in summer 1999, shows how Lebanese multilingualism affects student attitudes towards reading and writing and their perception of their native language(s) and culture. This leads to a return to the topic of diglossia and its consequences. I discuss the issue of what I have come to call 'perceived semilingualism' and argue that this may be a consequence of diglossia. Finally, I examine the impact of the Lebanese version of biliteracy and diglossia on writing in education. The paper concludes with a thesis on the main challenge multilingualism entails for education in Lebanon.