Driving Research That Encourages Adoption
Sustainability in Arabic language education requires more than funding, it demands a foundation of evidence-informed strategies that are both practical and adaptable. In 2024, QFI continued to lead an international conversation on Arabic language education by bringing together researchers and practitioners and working to transform research into actionable insights.
QFI’s Research Department, established in 2023, has developed a robust agenda to address critical gaps in the literature and practice of Arabic teaching and learning. This includes commissioning the first-ever Survey of Arabic Language Programs (SALP), a landmark study conducted across six countries (the US, UK, Canada, Ireland, Italy, and Sweden) to map the global landscape of Arabic instruction and identify best practices for sustainable program development.
From exploring dual language immersion models in the US to investigating teacher beliefs and multilingual strategies in Sweden and the UK, QFI’s research portfolio spans continents and contexts. These efforts are not only academic, but they are also deeply practical, informing curriculum design, teacher training, and policy advocacy.
By convening thought leaders, publishing in respected journals, and supporting innovative research grants, QFI ensures that Arabic educators and learners benefit from the most current and impactful knowledge. This work doesn’t just inform, it transforms how Arabic is taught, learned, and valued around the world.
Study of Arabic Programs (SALP)
Study of Arabic Programs (SALP)
QFI launched its first landscape study on primary and secondary Arabic programs
Partnered with the Institute for International Education (IIE), the SALP will explore the teaching and learning of Arabic by gathering comparable data on Arabic language programs collected across six countries (Canada, Ireland, Italy, Sweden, United Kingdom, and the United States).
By synthesizing these insights, the SALP Research Project will provide QFI and its international partners with a valuable understanding of the current challenges and opportunities in Arabic language education. This knowledge will be instrumental in shaping strategic initiatives, improving program effectiveness, and fostering collaboration to enhance educational outcomes.
“Partnering with QFI on this important study marks a significant milestone for us and the field of language studies.”
Jonah Kokodyniak, Executive Vice President of the Institute of International Education.
SALaMA Research and Program Integration
SALaMA Research and Program Integration
QFI supports the integration of research findings into key programming
In its 8th and final year, the SALaMA in partnership with Washington University in St. Louis came to a close. QFI was able to draw from its findings to launch some key programming to help Arabic speaking youth in schools in the US and Ireland. Below are examples of how QFI translated SALaMA's findings into impactful programming in 2024:
SALaMA PhotoVoice
The SALaMA research team published an article titled, "“Living their best life”: PhotoVoice insights on well-being, inclusion, and access to public spaces among adolescent refugee girls in urban resettlement" in the International Journal of Qualitative Studies on Health and Well-Being. The article shares findings from their use of the innovative participatory research method, PhotoVoice.
The study provides valuable insights into the well-being, inclusion, and access to public spaces experienced by newcomer adolescent girls from the MENA region living in Chicago, IL, St. Louis, MO, and the Detroit Metropolitan Area (DMA), MI.
In addition, the team produced a video highlighting how PhotoVoice supports students’ personal growth and community engagement. Watch the video here.
LEARNS Programme in Ireland
QFI supported a unique pilot program in June 2023 which provided intensive English and Arabic language lessons to help improve literacy for refugee students from Syria.
The program, implemented based on findings from the SALaM Ireland Research Project, pioneered a path forward for boosting both Arabic mother tongue literacy and English language acquisition for refugee learners.
Due to the success of the initial program, QFI supported two additional programs in June 2024 at St. Nathy's and St. Olivers.
The success of LEARNS also led to the establishment of the first QFI-supported Arabic teacher in a classroom at St. Oliver's in Ireland, where students continue to learn Arabic during the 2024-2025 academic year.
“It's been great to see that the study affirmed that hope and school belonging are really important factors to protect the mental health and well-being of not just students whose families are from the Middle East but all students.”
Jeremy Aldrich, Director of Enrichment Programs at Harrisonburg City Schools
Oxford/QFI Forum: Bridging Research and Practice
Oxford/QFI Forum: Bridging Research and Practice
In July 2024, the University of Oxford Department of Education and QFI hosted the Forum, ‘Research to Practice: Teaching Arabic in Schools'
The forum allowed researchers and practitioners to come together with the aim of bridging the gap between research and practice. QFI is the only organization to convene and bring together 62 key stakeholders in these relevant education and research sectors on the topic.
Forum attendees discussed the findings of the Scoping Review, a study that comprehensively reviewed the extent and nature of existing research on teaching and learning Arabic as a Second Language. This review provided a “map of the landscape” of research, pointing teachers and researchers to publications that may be relevant to them, and identifying gaps in the existing literature that highlight the need for further research.
Attendees also fostered connections with fellow researchers and considered actionable implications and priorities for more research on teaching and learning Arabic in schools. Their collaborative efforts involved ranking the top areas of improvement from most to least critical, resulting in the identification of the ten highest priorities for enhancing Arabic language education.
QFI at International Research Conferences
QFI at International Research Conferences
Publications and peer-reviewed journals
Presentations at conferences and seminars
Over the past year, QFI has continued to be a thought leader and was increasingly invited into higher education spaces.
Our focus on primary and secondary education gives us a fresh lens to participate within higher education spaces. As the only organization focused on these areas, we have been invited as a thought leader to more conferences to highlight the importance of Arabic language education research at every level of academia.
Two examples from 2024 illustrate this contribution.
QFI Presents at ENTA-6, "Teaching Arabic Across Contexts"
QFI had all three of its submitted abstracts accepted at the Sixth Conference of the European Network for Teaching Arabic (ENTA-6), at Leiden University in the Netherlands.
The conference brought together educators, researchers, and policymakers from across Europe, providing a platform to explore innovations, challenges, and opportunities in Arabic language education. This opportunity allowed QFI to contribute to global discussions and share insights that support the advancement of Arabic language teaching practices.
Doha Institute for Graduate Studies: “Arabic as a Heritage Language: Issues and Approaches.”
The Doha Institute brought together participants for three days of discussions about this gap and various approaches to bridging it.
QFI’s Dr. Carine Allaf and Tony Calderbank presented on the teaching of Arabic in four different geographies—Gothenburg, Sweden; London, England; Detroit, Michigan; and Drogheda, Ireland. The presentation highlighted learner identities and motivations, curricular challenges and teaching approaches, and policy frameworks that support or complicate heritage language learning.