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This mixed-method study led by the Brown School at Washington University in St. Louis assesses the well-being of Arabic-speaking adolescent migrants enrolled in public high schools.
In partnership with Michigan State University, this study is one of the first to use psycholinguistic research methods to explore the acquisition of sociolinguistic variation in Arabic.
Conducted in collaboration with the University of Leeds, this study analyzed a wide set of responses from UK-based Arabic school teachers to produce a set of guidelines to help teachers integrate more variation into their teaching.
In partnership with Georgetown University, this study examines the predispositions of native and non-native Arabic teachers towards Arabic dialects and integrated teaching practices.
A longitudinal, qualitative study of Arabic classes at a local high school and at the University of New Mexico addressing the challenges in implementing multilingual and multi-dialectical approaches in classrooms.
In collaboration with Refugee Education UK, this publication captures case studies on the integration of refugees in middle and high-income contexts.
A survey was administered to mother-tongue Arabic teachers in Sweden to uncover key challenges and identify needs in their work, with a focus on teaching materials.
In partnership with Adelphi University, this study provides training for caregivers of young children in Arabic-speaking families living in New York City on the importance of maintaining their mother tongue.
A scoping review into the teaching and learning of Arabic as an additional language was completed by Dr. Anna-Maria Ramezanzadeh and Dr. Robert Woore, University of Oxford Department of Education.
In 2019, in partnership with the American Councils Research Center (ARC), an exploratory study on Arabic Dual Language Immersion (DLI) programs in the US was initiated.
Research Grants
QFI periodically offers research grants. For more information, visit our Grants Portal.
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