Beyond Prescriptive Purity: Pedagogical Approaches to Standard and Non-Standard Varieties in Arabic, English, and French Classrooms

This study investigated pedagogical approaches to standard and non-standard language varieties within Arabic, English, and French classrooms in Egypt, moving beyond traditional prescriptive norms. Employing a mixed-methods design, the research surveyed 470 language educators to examine their attitudes towards linguistic diversity and their classroom practices, complemented by qualitative interviews with a subset of participants. Findings indicate a prevalent acknowledgment among teachers of the necessity to balance standard language instruction with the strategic engagement of non-standard varieties, particularly in light of media and peer influences on language acquisition. Quantitatively, strong positive correlations were observed between teachers' attitudes towards language varieties and their reported pedagogical practices, with French teachers' attitudes being the strongest predictor of their engagement with linguistic variation. Qualitatively, teachers commonly utilized positive correction strategies, subtle modeling of standard forms, and a pragmatic focus on intelligibility and contextual clarity. A significant challenge identified was the perceived inadequacy of current teacher education programs in equipping prospective educators with the skills to navigate linguistic diversity, especially concerning the influence of L1 Arabic dialects. While university-level teachers and those with more experience reported higher preparedness, a clear need for enhanced professional development was highlighted across the board. The study highlights the importance of adopting inclusive pedagogical practices that leverage learners' linguistic backgrounds to foster both proficiency and a nuanced understanding of language, moving beyond a singular notion of linguistic purity.