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

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois Urbana-Champaign

Year dc:date

2025

Author dc:creator

• Sawwan, Rana

Contributors dc:contributor

• McCarthy, Cameron R
• Hood, Denice W
• Span, Christopher
• Zamani-Gallaher, Eboni

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

Statement dc:rights

• © 2025 Rana Sawwan

Language dc:language

en, eng

Handle dc:identifier

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

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F129404