Analysis of Teaching Materials for Teaching Spanish to Arabic Speakers"

This study examines instructional resources employed to educate Spanish for the Arabic-speaking clientele based onlinguistic, cultural and pragmatic perspectives. Self administered questionnaires, videotaped classroom observation,and semi structured interviews were used with teachers in different Arab countries. The outcomes show that thereexists a number of important deficits in the present teaching-learning resources. These learning materials were alsoflagged to omit particular phonological difficulties of Arabic speakers such as the trilled ‘r’ and other features as thephonemic grammar of Arabic does not support it. These quantitative results were echoed in contrastive linguisticanalysis that received a slightly lower Mean of 2.80 (SD=1.15) further suggesting exclusionary evidence foraddressing cross-language interference in phonological adequacy with a mean of 3.40 (SD= 1.10). Lessons supportedthese outcomes; 87% taught extensively from printed texts and 40% of classes used technology, which reduced theinteraction and feedback capabilities. Specifically, teachers focused on pronunciation correction in 87% of classes,and the remaining 60% of grammatical mistakes, which required delayed feedback, in environments that do not allowreal-time feedback provision. However, cultural content integration was incomplete; only 67% of classes containedthem, while most of the teachers reported themselves in making changes to their lesson plans