As a result of current cultural shifts due to social media in Turkey, there has been an explosion of research on social media use and how to viably apply it within an educational setting. However, studies tend to describe platforms and theorize how their features might be beneficial rather than directly analyzing how social media is used to promote and conceptualize certain educational concepts. Building off of an interpretation of social media use, presence, and profile maintenance as a form of self-presentation as well as Pittard’s (2017) and Hu et al’s (2018) analyses of social media as an educational medium, this study looks beyond this theoretical application by exploring images, related towards English language knowledge, pinned on Pinterest. In this way, via a discourse analysis, this study explored how users defined important linguistic elements about Turkish English language education on five, publicly available, personal boards connected to the ''ingilizce dilbilgisi'' (English Language Knowledge) search. Results from this study show that users’ conception of English, defining skills to master the language, centered on building subject-specific vocabulary, proper pronunciation, and a focus on grammar. These findings suggest that Pinterest can be viewed as a viable route to cultivate English knowledge within Turkey. Additionally, these findings highlight the interconnected nature between this online network of Turkish Pinterest Users and their contextual conceptualization of English language knowledge.

The context of this paper is the historical division of Foreign Language collegiate programs between scholarly approaches emphasizing literature study and pragmatic approaches emphasizing language communicative skills. This bifurcation resulted in a ‘curricular gap’ between lower-level language classes and advanced-level classes (Kern, 2002). The language-literature split is methodological, political (Kern, 2002), and theoretical (Kramsch & Nolden, 1994). Similarly, Arabic Foreign Language programs in U.S. universities also suffer from Language-literature dichotomy (Ben Amor, 2017). This paper proposes Translanguaging (Garcia & Wei, 2014), as a way to bridge the gap between higher and lower level language classes, and allow for students’ in depth engagement with foreign language content. Data of the study derives from an ethnographic study of Contemporary Arabic literature class which utilizes Translanguaging in all class activities and assignments. Data of the study include field notes, audio-recordings of a semester long class discussions, in-depth interviews of students, students’ written work in both English and Arabic. Findings of the study Analysis of data is ongoing, but preliminary examination indicates that the pedagogical use of translanguaging, which allows students to use their full linguistic repertoire, provides opportunities for authentic engagement in meaning making and literacy practices in foreign language classrooms. Keywords Translanguaging, Foreign Language Education, Literacy, Literature, Collegiate education, Alterity, Ethics.

In a globalized world, learning English is essential, as this language has become the international medium of communication and business. Teaching English as a second language (ESL) in the Middle East in general, and in Lebanon in particular is a task that might appear simple, when in fact it is riddled with many challenges. With Arabic being the dominant language, children’s exposure to the intricacies of the English language, especially the lexico-grammatical repertoire happens later in life with institutionalized education; hence, the importance of the teachers’ role in this process. This paper presents a study that investigated the challenges that teachers face when teaching Lebanese students English as a second language. Another purpose was to explore possible solutions to these challenges to inform practice. A mixed-method approach was used to gather quantitative and qualitative data from three private schools located in different cities in Lebanon. Quantitative data were collected via a questionnaire administered to ESL teachers and qualitative data through interviews conducted with the schools’ coordinators. The sample consisted of 30 elementary ESL teachers and three ESL coordinators. The results revealed that ESL teachers face many challenges in the classroom, mostly in the following areas: unsupportive work environment, low motivation, the teachers’ own low level of English proficiency, resource constraints, large class size, and students’ lack of interest in learning a second language due to an overwhelmingly full curriculum. With regards to improving practice, both teachers and coordinators viewed providing professional development opportunities to ESL teachers, support from the administration, and adopting stimulating teaching strategies in the classroom as possible solutions to the challenges. This study is among the first to address this topic in Lebanon. As such, further research using larger samples representative of ESL teachers and coordinators in Lebanon is needed to reform policies. In a country torn by war and economic turmoil such as Lebanon, educating the youth so that they can compete in a global economy market is essential to bring the country out of decades of socio-political crises. Supporting ESL teachers so that they can deliver the best services possible will affect positively students’ learning of English, and consequently increase the Lebanese youth opportunities to build a better tomorrow for themselves and their country. ,

Arabic language instruction represents one unique case in that, although it has been nationally growing over the recent years across the US, little is being done to address pedagogical and curricular challenges that teachers and students frequently report. This case study reports on the first initiative to hybridize beginner and intermediate Arabic classes at the college level. Particularly, this case study reports on first and second-year Arabic courses that were taught in hybrid formats in an American university. This was the first implementation of a hybrid program for Arabic as a foreign language. The implementation of the hybrid program reinforced language skills based on proficiency standards and language acquisition theories. While addressing the four language skills, the online tasks were guided by proficiency standards as set by ACTFL (2012) and VanPatten’s (1996, 2006) input processing model. Learner output was emphasized through writing and speaking tasks, and vocabulary was recycled through multiple exposures to provide opportunities for retention. First and second year Arabic classes met 4 times a week face-to-face and one hour online. The modules were delivered to students through the campus online Desire2Learn platform. Seventy six learners participated in focus groups, semi-structured interviews and an exit online survey. Thematic analyses indicated that students enjoyed the overall experience of having hybrid Arabic courses and welcomed the flexibility that it provided them in their schedules. Most students reported that the hybrid component developed their reading and writing and provided more opportunities for dealing with listening and speaking tasks more efficiently. The hybrid program achieved its objective of ensuring students’ preparedness for upcoming classes and devoting class time for meaningful structured-input activities. The study concludes by providing implications for online program developers and instructors to enhance the implementation and quality of the flipped communicative approach in less commonly taught languages. Key Words: Arabic Hybrid Classes, Students’ Perceptions, Foreign Language, Pedagogy, Technology Works Cited: American Council on the Teaching of Foreign Languages. (2012). ACTFL Proficiency Guidelines 2012. Available from, http://actflproficiencyguidelines2012.org/ VanPatten, B. (1996). Input processing and grammar instruction: Theory and research. Norwood, NJ: Ablex. VanPatten, B. (2000). Processing instruction as form–meaning connections: Issues in theory and research. In J.F. Lee & A. Valdman (Eds.), Form and Meaning in Language Teaching (pp. 43–68). Boston: Heinle and Heinle.