Motivation and affective variables in Arabic language learning for Iraq War veterans: Language learning experiences inside and outside the classroom

Since the inception of the Iraq War, the Department of Veteran Affairs estimates that over two million US military personnel have cycled through Iraq. This means that over two million American citizens have been exposed to Arabic language and culture for an extended period of time ranging from six months to two years. This exposure exceeds a majority of language study abroad programs, in Arabic and other languages. Current estimates from the Department of Veteran Affairs place the number of veterans taking advantage of their G.I. Bill benefits from 50% to 80% (Department of Veterans Affairs, 2005). A large percentage (estimates vary) of these military personnel return to the U.S. and use the G.I. Bill in order to attain a college degree (Mettler, 2005 & Humes, 2006) and many will study Arabic. What is it about their exposure to the language and culture that motivates them to study the language as part of their college education? What affective factors inside and outside of the classroom play a role in their language learning? Very little research has been conducted in the area of veterans in the language classroom.;This study describes and explains the affective variables and motivational factors that lead Iraq war veterans to study Arabic language and culture after their initial deployment to Iraq and the Middle East region. Through the use of case study narratives, this study identified the wide and varied cultural and linguistic experiences veterans have had in Iraq that play a role in their language learning. Close examination of the case studies led to some understanding how intercultural experiences between U.S. soldiers and Iraqi nationals contribute and relate to Iraq War veterans' Arabic language learning motivation. Few studies exist in Arabic language learning motivation and there are no studies that focus on Iraq War veterans learning Arabic. Because of the growth and emphasis on Arabic language education, powerful sources such as the U.S. State Department and various intelligence agencies, have begun to encourage and fund Arabic language education, so more research in the area of Arabic language motivation is warranted.;Through the use of qualitative, narrative research methods, this study described why Iraq war veterans are studying Arabic language and culture and explained the affective and motivational variables in their learning. The study examined how their intercultural experiences affected their attitudes and perspectives toward Arabic language and culture. It documented their Arabic language and culture training prior to their deployments, explored their intercultural and linguistic experiences while deployed, and closely documented their post-deployment Arabic language training. The research involved two to three interviews for each veteran participant, focus group interviews, questionnaires and classroom observations.;The theoretical framework for this study came from work on language motivation by Gardner and Lambert (1972) and Dornyei's (1996, 2003, & 2005), Allport's contact hypothesis (1954), and Norton's (2000) work in second language learning and personal identities formation/change. Also influential to this research was Pennycook's (2001) Critical Applied Linguistics and Osborn's (2006) Teaching World Languages for Social Justice. The methodology drew on Creswell's (2007 & 2009) qualitative research design in education and incorporated case study narratives as suggested by Seidman (2006) specifically for education research.;Results from the case study narratives indicate that there are ways to use the veteran experience to foster an inclusive environment in the critical language classroom. Understanding the context that these veterans bring to the Arabic language classroom helps language educators to better meet the needs and goals of veteran students. As teachers we can draw on our knowledge of the affective variables that influence and motivate our veteran students and use the knowledge to improve curriculum design of and classroom activities in language teaching. There is a unique burden on professional language educators in critical languages to produce proficient linguists that meet federal government needs. Also included are recommendations for further research. The study has broader implications for veteran higher education, K-12 education, foreign language education policy, foreign relations, diversity & equity in the classroom, and national security.