- University Of Winchester, Ecwas, Graduate Studentadd
- Melissa Towler is currently working as a Postdoctoral Researcher for the University of Leeds investigating the teaching of Arabic in UK schools. In March 2017, she was the principal researcher on the Language Mapping Pilot Project: Arabi... moreMelissa Towler is currently working as a Postdoctoral Researcher for the University of Leeds investigating the teaching of Arabic in UK schools. In March 2017, she was the principal researcher on the Language Mapping Pilot Project: Arabic Language Provision in the UK. Prior to that, in 2016, Melissa worked for the University of Leeds on a British Council project investigating the teaching of Arabic as a foreign language in UK schools. From January 2016 - June 2019, she taught in the English language department at the University of Winchester. From 2012-2019, she worked as an Arabic-English translator and researcher for Saudi based research firm GURA. GURA focuses on socio-political research in the MENA and is owned by a member of the Saudi Arabian royal family.
Melissa achieved her PhD for ‘Teaching Arabic as a Foreign Language at HEIs in England’ from the University of Winchester (2021). The thesis focuses on how spoken Arabic is taught at HEIs and takes a mixed methods research approach to investigate including regional varieties in the undergraduate curriculum. In July 2016, Melissa achieved a PGCert in Learning and Teaching in Higher Education from the University of Winchester. She graduated from the University of Leeds in December 2011 with an MA in Translation Studies and Interpreting (Arabic) and, in July 2010, with a BA (Hons) in Arabic and Middle Eastern Studies.edit
Despite recognition of Arabic as a diglossic language with multiple regional varieties (RVs) and studies acknowledging the flexible nature of the language continuum, Modern Standard Arabic (MSA) continues to be prioritised in... more
Despite recognition of Arabic as a diglossic language with multiple regional varieties (RVs) and studies acknowledging the flexible nature of the language continuum, Modern Standard Arabic (MSA) continues to be prioritised in undergraduate degree courses. For the measurability of learning development, second language (L2) classes have traditionally focused on the standard variety. However, the field of applied linguistics acknowledges that language variation is an aspect of all languages that needs to be considered when learning and teaching L2s. This study investigates how students at eight of the nine higher education institutions in England offering undergraduate degree courses with a major component in Arabic perceive and experience language variation. It takes a mixed-methods explanatory approach, comprising 122 student questionnaires and 15 student interviews. This study finds that undergraduate degree students are not prepared fully for the sociolinguistic reality of Arabic usage, leading to concerns and frustrations when coming into contact with authentic language use. More needs to be done to raise awareness of how Arabic is used in practice from the beginning of courses. This would improve students’ experiences when communicating in Arabic, whilst also providing them with a theoretical knowledge of how the language operates.
Research Interests:
This research aimed to investigate the current beliefs that Arabic schoolteachers in the UK have in relation to the integration of different varieties of Arabic into their teaching.... more
This research aimed to investigate the current beliefs that Arabic schoolteachers in the UK have in relation to the integration of different varieties of Arabic into their teaching.
https://www.qfi.org/research/investigating-instructor-beliefs-on-integrating-linguistic-variation-in-arabic-teaching/
https://www.qfi.org/research/investigating-instructor-beliefs-on-integrating-linguistic-variation-in-arabic-teaching/
Research Interests:
Research Interests:
On 25 May 2018, the British Academy launched a pilot for a project aiming to map foreign language teaching and research in the UK education sector. Starting with Arabic, the interactive map shows teaching provision, capacity and pathways... more
On 25 May 2018, the British Academy launched a pilot for a project aiming to map foreign language teaching and research in the UK education sector.
Starting with Arabic, the interactive map shows teaching provision, capacity and pathways of the language, from secondary school to postdoctoral research on the culture and history of the Arabophone world.
Arabic is spoken by more than 250 million people across the Middle East and North Africa. Demand for Arabic speakers and interest in learning the language is likely to increase, given the social and political importance of the regions.
The British Academy is delighted to present a resource, which is the first in a proposed series to develop a comprehensive and interactive map of language provision throughout the UK. This follows concerns about falling student numbers for languages and cuts to university departments.
The map draws on data and reports from institutions including the Higher Education Statistics Agency (HESA), the British Council and data collected directly from universities to show:
The number of undergraduate, postgraduate and PhD students learning Arabic.
The number of academic staff involved in researching and teaching Arabic.
The number and geographical distribution of higher education institutions (HEIs) offering Arabic.
The number of courses at undergraduate and postgraduate level (including joint honours e.g. Arabic and Business).
The different varieties of Arabic taught.
This online interactive tool will enable universities and employers to identify centres of activity for different languages by identifying hotspots and gaps in language provision.
With the support of universities, the map will be regularly updated to build a more accurate picture of the provision of Arabic, and if the pilot is successful, similar maps will be developed for other languages.
We hope that you will find this interactive map useful.
You can also read the report on this pilot project.
Should you have any comments or questions, please do not hesitate to direct them to my colleague Maxime Delattre (m.delattre@britac.ac.uk).
Professor Nigel Vincent FBA, chair of the Project Steering Group.
https://www.britac.ac.uk/arabic-mapping-project?utm_medium=email&utm_source=direct&utm_campaign=arabicmappingproject&utm_content=he&utm_term=launch
Starting with Arabic, the interactive map shows teaching provision, capacity and pathways of the language, from secondary school to postdoctoral research on the culture and history of the Arabophone world.
Arabic is spoken by more than 250 million people across the Middle East and North Africa. Demand for Arabic speakers and interest in learning the language is likely to increase, given the social and political importance of the regions.
The British Academy is delighted to present a resource, which is the first in a proposed series to develop a comprehensive and interactive map of language provision throughout the UK. This follows concerns about falling student numbers for languages and cuts to university departments.
The map draws on data and reports from institutions including the Higher Education Statistics Agency (HESA), the British Council and data collected directly from universities to show:
The number of undergraduate, postgraduate and PhD students learning Arabic.
The number of academic staff involved in researching and teaching Arabic.
The number and geographical distribution of higher education institutions (HEIs) offering Arabic.
The number of courses at undergraduate and postgraduate level (including joint honours e.g. Arabic and Business).
The different varieties of Arabic taught.
This online interactive tool will enable universities and employers to identify centres of activity for different languages by identifying hotspots and gaps in language provision.
With the support of universities, the map will be regularly updated to build a more accurate picture of the provision of Arabic, and if the pilot is successful, similar maps will be developed for other languages.
We hope that you will find this interactive map useful.
You can also read the report on this pilot project.
Should you have any comments or questions, please do not hesitate to direct them to my colleague Maxime Delattre (m.delattre@britac.ac.uk).
Professor Nigel Vincent FBA, chair of the Project Steering Group.
https://www.britac.ac.uk/arabic-mapping-project?utm_medium=email&utm_source=direct&utm_campaign=arabicmappingproject&utm_content=he&utm_term=launch
Research Interests:
As part of the Arabic Language and Culture Programme, this report was commissioned by the British Council Arabic Language and Culture Programme in March 2016 and finalised in December 2016. The research team, which comprises of a... more
As part of the Arabic Language and Culture Programme, this report was commissioned by the British
Council Arabic Language and Culture Programme in March 2016 and finalised in December 2016. The
research team, which comprises of a consortium based at Leeds University, Edinburgh University and
Goldsmiths, University of London, collates and presents data to reflect how Arabic is taught in
schools in the UK. This report expands on a limited body of research in relation to Arabic teaching
and learning, and focuses on how Arabic is taught including teaching methodologies, resources and
learning strategies currently employed in teaching Arabic as a foreign language (TAFL) in schools.
Specifically looking at the teaching of Arabic in UK schools has not previously been investigated,
making this research of vital importance to teachers of Arabic, school leaders, teacher educators and
policy makers. The research project aims to find answers to the following questions:
1. How is Arabic being taught in UK schools today and how it can be improved?
2. What varieties of Arabic are being/should be taught and to what extent is attention being
paid to the diglossic nature of the language?
3. What are the challenges faced by Arabic learners and teachers which may have an impact on
the efficiency of Arabic learning and teaching?
Council Arabic Language and Culture Programme in March 2016 and finalised in December 2016. The
research team, which comprises of a consortium based at Leeds University, Edinburgh University and
Goldsmiths, University of London, collates and presents data to reflect how Arabic is taught in
schools in the UK. This report expands on a limited body of research in relation to Arabic teaching
and learning, and focuses on how Arabic is taught including teaching methodologies, resources and
learning strategies currently employed in teaching Arabic as a foreign language (TAFL) in schools.
Specifically looking at the teaching of Arabic in UK schools has not previously been investigated,
making this research of vital importance to teachers of Arabic, school leaders, teacher educators and
policy makers. The research project aims to find answers to the following questions:
1. How is Arabic being taught in UK schools today and how it can be improved?
2. What varieties of Arabic are being/should be taught and to what extent is attention being
paid to the diglossic nature of the language?
3. What are the challenges faced by Arabic learners and teachers which may have an impact on
the efficiency of Arabic learning and teaching?
Research Interests: Arabic Language and Linguistics, Teaching Arabic as a Foreign Language (TAFL), Arabic Dialects, Arabic Language, Teaching Arabic as a second language, and 4 moreTeaching Arabic Across The Curriculum, Teaching Arabic Language to non-arabic speakers, teaching Arabic as a foreign language, and Teaching Arabic in UK schools
This set of guidelines is directed at Arabic language teachers, at all types of schools, with all types of Arabic learners, regardless of age or linguistic background.