Bridging evolving identities and language persistence: A longitudinal study of motivational dynamics among Arab heritage learners of Modern Standard Arabic (MSA)

Sawwan, Rana

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https://hdl.handle.net/2142/129404 Copy

Description

Title

Bridging evolving identities and language persistence: A longitudinal study of motivational dynamics among Arab heritage learners of Modern Standard Arabic (MSA)

Author(s)

Sawwan, Rana

Issue Date

2025-04-18

Director of Research (if dissertation) or Advisor (if thesis)

McCarthy, Cameron R

Doctoral Committee Chair(s)

McCarthy, Cameron R

Committee Member(s)

• Hood, Denice W
• Span, Christopher
• Zamani-Gallaher, Eboni

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

Keywords: Heritage Language Learners, Modern Standard Arabic, Religious Identity, Cultural Identity, Language Learning Motivation, Longitudinal Study

Abstract

This dissertation explores the complex relationship between identity and Arabic language learning among heritage language learners (HLLs) through a pioneering two-phase longitudinal study spanning approximately five years. The research investigates how cultural, religious, and ethnic identities influence Arab-American college students' motivation to learn Modern Standard Arabic (MSA) and whether these influences persist over time. Additionally, it examines whether HLLs' motivation to pursue Arabic studies enhances or diminishes when they become independent from their families. The study employs qualitative interviewing methodology, conducting in-depth semi-structured interviews with three Arab-American heritage learners during Phase I and following up with two participants in Phase II. The research reveals a significant finding: the emergence of Religious Heritage Language Learners (RHLLs) as a distinct category, where religious identity supersedes cultural and ethnic identities in motivating Arabic language acquisition. Key findings demonstrate that while participants initially pursued Arabic studies for both cultural connection and religious understanding, religious motivation emerged as the primary driver for sustained language learning. The study shows that participants' investment in MSA persisted over time, primarily driven by their desire to understand Islamic texts in their original language rather than maintaining cultural ties. The research contributes significantly to the field of heritage language education by identifying the crucial role of religious identity in language learning motivation, particularly for Arabic HLLs. This finding challenges traditional assumptions about heritage language learning being primarily culturally motivated. The study's longitudinal design provides unprecedented insights into how motivational factors and identity constructs evolve over time, contributing to theoretical foundations in heritage language pedagogy and acquisition. These findings have important implications for Arabic language pedagogy, suggesting the need for curriculum development that acknowledges and incorporates religious motivations alongside traditional cultural aspects. The study recommends reforming teacher training programs to better address the unique needs and motivations of Religious Heritage Language Learners.

Graduation Semester

2025-05

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/129404

Copyright and License Information

© 2025 Rana Sawwan

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