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Middle East Studies for the New MilleniuInfrastructures of Knowledge$
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Seteney Shami and Cynthia Miller-Idriss

Print publication date: 2016

Print ISBN-13: 9781479827787

Published to NYU Press Scholarship Online: September 2017

DOI: 10.18574/nyu/9781479827787.001.0001

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Arabic Language Learning on US Campuses after 9/11: “Needs” and Challenges

Arabic Language Learning on US Campuses after 9/11: “Needs” and Challenges

Chapter:
(p.225) Chapter Six Arabic Language Learning on US Campuses after 9/11: “Needs” and Challenges
Source:
Middle East Studies for the New Milleniu
Author(s):

Elizabeth Anderson Worden

Jeremy Browne

Publisher:
NYU Press
DOI:10.18574/nyu/9781479827787.003.0007

This chapter explores trends in Arabic-language learning during years before and after 9/11 to shed light on the relationship between the federal government's pressing need for regional specialists and the ability of federally funded Title VI area studies centers to meet this demand. It combines data from the US Department of Education's Evaluation of Exchange, Language, International and Area Studies database with findings from qualitative research of six Title VI-funded Centers for Middle East Studies across the country to analyze course enrollment, attrition rates, language instructor status, and work placement of students after graduation. It argues that there is a disconnect between the government's need for proficient speakers of Middle Eastern languages and the ability of Title VI centers to produce them, particularly at the MA level.

Keywords:   Title VI area studies, Middle East, Arabic-language learning, federal government, language proficiency, Arabic language

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