‘Not Yet, But Not No.’ District 230 explores Arabic language course 

Arabic as a world language was front and center at the August 6 Education Committee meeting of Consolidated High School District 230. 

Administrators, board members, and community members shared a mix of concerns, numbers, and personal stories about why offering Arabic as a language option at the district’s high schools matters.

Assistant Superintendent for Instructional Services Anita Huffman introduced the presentation. The topic came up as part of a broader look at language access, curriculum, and how the district prepares students for life after high school.

The numbers

District surveys of middle and high school students showed 10% interest in Arabic, though administrators noted this may underrepresent demand given the region’s large Arab-American population. However, logistical hurdles dominated the discussion.

Huffman said Illinois State Board of Education data indicated 29 Arabic-endorsed teachers in the state, with only 12 currently teaching at the high school level.

Dr. Lynn Zeder, Director of Student Services, raised concerns about students staying in class from year to year. “If we had 20 [students], you would feel comfortable,” Zeder said. 

Huffman noted that language programs district-wide typically see 45–50% attrition from Level 2 to Level 3, a pattern Arabic would likely follow.

Certification challenges

Arabic is considered a “critical shortage” language in Illinois, according to the Illinois State Board of Education’s 2023 Educator Supply Report, with few fully endorsed teachers available for high school assignments. 

Teacher certification arose as one challenge. “The problem we’re running into is that the provisional bilingual endorsement is only good for three years: many candidates do not make it to full licensure in that time,” Zeder said.

Board Member Chris Kasmer said, “You could have a kid transfer one year, and if the teacher doesn’t pass the test, they’re no longer able to teach after the semester.” 

Huffman said the University of Illinois Chicago is the only institution currently offering a direct Arabic world language endorsement program in the state, producing an estimated three to five certified teachers per year. 

While board member Mohammed Jaber mentioned DePaul University as a potential partner, Huffman noted its programs are geared toward bilingual endorsements, not high school world language licensure.

Community advocacy

Jaber said he had emailed both Huffman and Superintendent Dr. Robert Nolting with questions and recommended gathering broader community data. “I think the proper next step would be to survey parents. We need to know where the interest is coming from and how deep it goes.” 

Nolting framed the conversation as long-term, saying, “It’s not a never conversation, but a not yet conversation.”

Board Member Mark Kelly read a student’s email aloud: “There’s real demand among students. This isn’t just about numbers, it’s about giving them a voice in their education.” 

Later, Kelly emphasized that building the program would come down to staffing. “We need three passionate, energized teachers,” he said, drawing applause from attendees.

Board Member Michael Duffy said that state graduation pathways are increasingly flexible on language requirements, which could influence enrollment in all world language programs. 

Zeder noted Latin’s certification shortages (per the Illinois Classical Conference) as a cautionary example, noting similar challenges could arise with Arabic.

Public comments

Mohammad Farhan, a Junior at Stagg High School, said he never thought offering Arabic was possible until he heard it was under discussion. That inspired him to speak about why it matters. Many of his friends, he said, would like the course, too, calling Arabic a “world language (with) benefits not just (for) Arabs, but everyone.” 

He said it could help students perform better academically, stay engaged in school, and open career opportunities, especially in government or politics. 

Arabs, he noted, make up close to 30% of the student body, yet many people know little about Arab language, history, or culture. Misconceptions persist, such as assuming all Arabs are Muslim. 

Arabic is one of the top five most spoken languages in the world, he said, and other schools like Richards High School in Oak Lawn have already made it work. “If they can do it, so can we.”

Furrah Nasir, an Orland Park resident and Carl Sandburg alum, has lived in Orland Park for 40 years, graduated from Sandburg in 2000 and currently has two children there. 

She said families are already seeking Arabic instruction outside of school, often on weekends, to keep their children connected to the language. 

The Arab-American community in District 230 is growing fast, she said, and “it’s not a question of if Arabic will be added, it’s a question of when. The time is now.” 

She acknowledged the challenges but said the district should take the first step, even if it’s a pilot or phased rollout. “The foundation is here. What’s needed is a commitment to start.”

Eighth-grader Adam Zayyad, who will be entering high school next year, said he would “love to take Arabic” and knows many friends who feel the same way. Learning two new languages at once, he said, is a heavy burden, and having Arabic in school would make a difference.

Aisha Zayyad, Adam’s mother, said she sees the value of offering Arabic not only for Arab-American students but for all students. She emphasized that having the language in school could help bridge cultural gaps, foster understanding between communities, and give students a skill set that is increasingly relevant in the job market. She also noted that students like her son would benefit academically from studying a language they are already connected to at home.

Suzan Atallah, who teaches at Stagg, spoke about her daily interactions with Arab-American students and the value she sees in offering Arabic as a language. She said the course could give students a deeper connection to their heritage, while also giving non-Arabic speakers the chance to engage with a language that opens doors globally. 

Atallah said that many Arab-American students already switch between English and Arabic at home and in their communities, and formal instruction could strengthen both their literacy and confidence. She also emphasized the cultural understanding that could grow from having Arabic in the curriculum, helping all students see the value in linguistic and cultural diversity.

Orland Park resident Rosa Toubal, highlighted Arabic’s global and professional value. 

It is spoken by over 430 million people worldwide and more than 1.2 million in the U.S., making it the fastest-growing language spoken at home domestically. 

Classified by the U.S. government as a “critical language,” Arabic is needed in key national sectors but has too few proficient American speakers. She listed career paths where Arabic skills are in demand: diplomacy, national security, intelligence, law, global health, translation, education, energy, and business. 

Students who study Arabic, she said, can access federal scholarships and career-track programs unavailable for more common languages. Locally, Arabic is also valuable in social services, education, and healthcare. Offering it, she said, would give students “a competitive edge in college applications, the job market, and international opportunities.”

Dr. Souzan Naser,  said her work in higher education and counseling often involves advising students to develop second-language skills for the global economy. 

District 230’s location,  in a congressional district with the largest Palestinian population in the U.S. – makes Arabic especially relevant. 

Teaching Arabic, she said, “can break the language barrier, foster cultural understanding, and prepare our students to be competitive in a global workforce.” 

She encouraged the board to think creatively about recruitment and partnerships, and to learn from other districts already offering Arabic.

Incoming Sandburg junior Yarah Kadoura, said she enjoys sharing her language and culture with classmates, whether through teaching them phrases, showing traditional dances, or explaining customs. 

Having Arabic offered at school, she said, would allow Arab students to be “represented and feel seen,” while also helping non-Arab students better understand the Middle East. 

Arabic, she said, is just as relevant as Spanish in the local area, and being able to list it on a college application would be “powerful.” She said that Chicago Public Schools already offer Arabic, and District 230 should as well.

On a related subject, a proposed Modern Middle East History course, possibly offering dual credit through Moraine Valley College, is in early planning stages and will be up for review and a possible vote in November. 

The next Education Committee meeting is set for September 3 at 7 p.m.