The Least You Should Know About Arabic: Implications for the ESL Writing Instructor

A concern for the particular needs of university‐bound Arabic‐speaking students has been shared by many in ESL. Out of this concern, and especially out of concern for the characteristic English writing deficiencies of many Arab ESL students, various aspects of written Arabic—from orthographical conventions to rhetorical devices—are discussed. These contrasting features have been identified as potential contributors to observed error production and weaknesses in some reading skills, but most particularly in writing skills. Ideally, a better understanding of the language background of Arab students can aid the ESL specialist in better addressing the special needs of these students through supplemental curricular objectives and appropriate exercises. Although contrastive analysis is no longer seen as a foundation for instructional programs (Schachter 1974), it can be a useful tool in understanding characteristic language‐learning weaknesses demonstrated by a particular language group. Implicit in this article is the assumption that a familiarity with some salient contrasting features of written Arabic and English may prove valuable to those in ESL concerned with addressing noted weaknesses in Arab students' English writing skills.