It has been more than 70 years since President Elect Franklin Delano Roosevelt uttered the sentiment that we have “nothing to fear but fear itself” and yet his admonition still bears repeating.
Recently criticism has been directed at a secondary school that will soon open in New York City. The Khalil Gibran International Academy, set to open in September, has a mandate to “prepare students of diverse backgrounds for success in an increasingly global and interdependent society,” and to equip graduating students “with the skills they need to become empowered independent thinkers who are able to work with cultures beyond their own.” Inclusive in this mission is a curriculum of intensive Arabic language studies.
Some critics somehow see the study of Arabic as akin to political radicalization. Sadly, the refrain is all too familiar. We’d hoped it had been put behind us as our nation strove to overcome the forces of xenophobia and intolerance that threatened to pull us apart after 9/11. When was the last time anyone unleashed such criticism at schools which teach intensive French, Spanish, Mandarin or Hebrew?
It is not unheard of for certain curricula to bear the brunt of criticism by overzealous traditionalists, but it is still extremely disappointing to see unfounded exaggerations about Arabic studies carelessly hurled about in an apparent attempt to generate fear and cause concern. If such rhetoric dissuades even just a few students from studying Arabic then it will be unfortunate. If it succeeds in creating new, or perpetuating existing stereotypes and phobias then it will be a shame.
As technology and travel shrink the distances between us, it is illogical to cut ourselves off from our global neighbors and shut our minds and hearts to learning about and from them.
Such failures will not go unnoticed. The Iraq Study Report reported that the US Embassy in Baghdad, with a staff of 1,000 had just 33 Arabic Speakers with only six of them able to converse fluently. The Report went on to argue that US interests in Iraq suffered because of the lack of Arabic proficiency at all levels of engagement.
The need for Arabic speakers in America should be readily apparent, and the Middle East Institute in Washington, DC, where our language courses attract more than 1,000 students each year, is fortunate to have serious and dedicated students of all ages. Many of our students attend evening classes only after putting in a full-day’s work at their day jobs in business, government, NGOs, or as full-time students. While we offer courses in Arabic, Hebrew, Persian and Turkish, the language in greatest demand is Arabic.
For them learning a language opens a door into another society. Through proficiency in a shared language, enhanced understanding and appreciation of that society and its peoples can be achieved.
While there has been an increase in the number of students studying Arabic in recent years, the numbers are still anemic when compared to the sheer volume of students studying other languages. These numbers need to rise and it is my hope that students and critics embrace with open arms this language while checking their political baggage at the door.
As a native speaker of both Arabic and Hebrew, I have studied the Koran, the Torah and the Talmud, as well as the Bible. I respect all three religions as well as the great thinkers of the civilizations that spawned these sacred works.
It is my hope that my students and anyone willing to expand their knowledge of the world around them will share my reverence for these cultures as they acquire the language skills to engage in person-to-person interactions with those who speak the languages we teach.
For the past 11 years Dr. Shukri Abed has served as Chairman of the Middle East Institute’s Department of Languages and Regional Studies. He has taught Arabic and Hebrew for over 20 years. He is also the author of many books and articles on Arabic language. He received both Masters and a Doctorate degrees from Harvard University and was a Fulbright Scholar at Al-Quds University.
Disclaimer: Assertions and opinions in this Commentary are solely those of the above-mentioned author(s) and do not reflect necessarily the views of the Middle East Institute, which expressly does not take positions on Middle East policy.
"...to promote knowledge of the Middle East in America and strengthen understanding of the United States by the people and governments of the region."
-- MEI Mission Statement
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It has been more than 70 years since President Elect Franklin Delano Roosevelt uttered the sentiment that we have “nothing to fear but fear itself” and yet his admonition still bears repeating.
Recently criticism has been directed at a secondary school that will soon open in New York City. The Khalil Gibran International Academy, set to open in September, has a mandate to “prepare students of diverse backgrounds for success in an increasingly global and interdependent society,” and to equip graduating students “with the skills they need to become empowered independent thinkers who are able to work with cultures beyond their own.” Inclusive in this mission is a curriculum of intensive Arabic language studies.
Some critics somehow see the study of Arabic as akin to political radicalization. Sadly, the refrain is all too familiar. We’d hoped it had been put behind us as our nation strove to overcome the forces of xenophobia and intolerance that threatened to pull us apart after 9/11. When was the last time anyone unleashed such criticism at schools which teach intensive French, Spanish, Mandarin or Hebrew?
It is not unheard of for certain curricula to bear the brunt of criticism by overzealous traditionalists, but it is still extremely disappointing to see unfounded exaggerations about Arabic studies carelessly hurled about in an apparent attempt to generate fear and cause concern. If such rhetoric dissuades even just a few students from studying Arabic then it will be unfortunate. If it succeeds in creating new, or perpetuating existing stereotypes and phobias then it will be a shame.
As technology and travel shrink the distances between us, it is illogical to cut ourselves off from our global neighbors and shut our minds and hearts to learning about and from them.
Such failures will not go unnoticed. The Iraq Study Report reported that the US Embassy in Baghdad, with a staff of 1,000 had just 33 Arabic Speakers with only six of them able to converse fluently. The Report went on to argue that US interests in Iraq suffered because of the lack of Arabic proficiency at all levels of engagement.
The need for Arabic speakers in America should be readily apparent, and the Middle East Institute in Washington, DC, where our language courses attract more than 1,000 students each year, is fortunate to have serious and dedicated students of all ages. Many of our students attend evening classes only after putting in a full-day’s work at their day jobs in business, government, NGOs, or as full-time students. While we offer courses in Arabic, Hebrew, Persian and Turkish, the language in greatest demand is Arabic.
For them learning a language opens a door into another society. Through proficiency in a shared language, enhanced understanding and appreciation of that society and its peoples can be achieved.
While there has been an increase in the number of students studying Arabic in recent years, the numbers are still anemic when compared to the sheer volume of students studying other languages. These numbers need to rise and it is my hope that students and critics embrace with open arms this language while checking their political baggage at the door.
As a native speaker of both Arabic and Hebrew, I have studied the Koran, the Torah and the Talmud, as well as the Bible. I respect all three religions as well as the great thinkers of the civilizations that spawned these sacred works.
It is my hope that my students and anyone willing to expand their knowledge of the world around them will share my reverence for these cultures as they acquire the language skills to engage in person-to-person interactions with those who speak the languages we teach.
For the past 11 years Dr. Shukri Abed has served as Chairman of the Middle East Institute’s Department of Languages and Regional Studies. He has taught Arabic and Hebrew for over 20 years. He is also the author of many books and articles on Arabic language. He received both Masters and a Doctorate degrees from Harvard University and was a Fulbright Scholar at Al-Quds University.