The Impact of Diglossia in Teaching/Learning the Arabic Course in Sana’a Secondary Schools

Abstract

Arabic diglossia has great impact on the field of education in general and teaching the Arabic course in particular. The use of the vernacular in teaching the Arabic course certainly affects students’ linguistic performance and leads to poor proficiency. This study mainly investigates the impact of diglossia in the teaching and learning process in Sana’a secondary schools. It attempts to explore the reasons that stimulate both the Arabic course teachers and the students to have recourse to the vernacular in the process. It also attempts to investigate the relation of vernacular use in classroom interaction to the students’ low linguistic level.