المشكلات التي تواجه معلم اللغة العربية عند تقويم أداء الطلاب اللغوي = Problems Facing the Arabic Language Teacher When Evaluating the Linguistic Performance of Students

2014 ◽  
pp. 101-126
Author(s):  
ماجد عبد الله عبد الكريم العبادي
Keyword(s):  
Arabic Language ◽  
Language Teacher ◽  
Linguistic Performance

scholarly journals Innovative Arabic Language Teacher: A Dream or A Hope

2018 ◽  
Vol 7 (4) ◽  
Author(s):  
Rozaini Tukimin ◽  
Nik Mohd Rahimi Nik Yusoff ◽  
Harun Baharudin ◽  
Farihah Hussain
Keyword(s):  
Arabic Language ◽  
Language Teacher

A Love of Learning

2017 ◽  
Author(s):  
Samir Simaika ◽  
Nevine Henein
Keyword(s):  
Early Education ◽  
Arabic Language ◽  
French Language ◽  
English Teacher ◽  
Language Teacher ◽  
The Bible ◽  
European Languages ◽  
Love Of Learning ◽  
The Church

This chapter describes Marcus Simaika's early education. Marcus began his education at the Coptic Patriarchal School, founded by Patriarch Cyril IV and entirely maintained by the Coptic patriarchate. At school, Marcus studied the Bible and learned Coptic, Greek, and Arabic. His father forbade him to learn any European languages, believing that they would distract Marcus from ecclesiastic studies and interfere with his plan of consecrating him to the service of the Church. In his memoirs, Marcus recollects most of his teachers, including Sheikh Muhammad al-Kinawi, his Arabic language teacher, and Mikhail Effendi Abd al-Sayed, his English teacher. The chapter also discusses Marcus's time at the Collège des frères des écoles chrétiennes, where he studied the French language.

scholarly journals كفاءات معلمي اللغة العربية في إندونيسيا في القرن الحادي والعشرين

2020 ◽  
Vol 4 (1) ◽  
pp. 19
Author(s):  
Cahya Setyawan ◽  
Akhsan Akhsan
Keyword(s):  
Information Technology ◽  
21St Century ◽  
Arabic Language ◽  
Language Teachers ◽  
Government Agencies ◽  
Teacher Competencies ◽  
Language Teacher ◽  
The World ◽  
The Government ◽  
And Training

In the 21st century is a disruptive era, millennial era, digital age. Information technology and science develop. This development was followed by the development of the human generation, namely generazi Z. This generation is technology literate, multitalent, and creative. In the world of education of course this makes a very extraordinary impact. Arabic language teachers as one of the components of education must follow the flow of globalization. Arabic teachers face many challenges in this era. Therefore there is a standard for Arabic teacher competencies. In the standardization, of course there are efforts made by the government, agencies, institutions and individual teachers in developing and training their competencies. Therefore this paper is a literary paper that discusses how the challenges faced by Arabic language teachers in the 21st century, then the competency standards of 21st century Arabic language teacher as well as the efforts made to develop them.

scholarly journals PENGEMBANGAN KOMPETENSI GURU BAHASA ARAB MELALUI IMLA SEBAGAI ORGANISASI PROFESI

2016 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Ahmad Muradi
Keyword(s):  
Cultural Competence ◽  
Language Learning ◽  
Good Life ◽  
Communicative Competence ◽  
Arabic Language ◽  
Language Teacher ◽  
Language Competence ◽  
International Scope ◽  
Teacher Competences

This study aims to explain the role of IMLA in developing Arabic teacher competences. Indeed a teacher is a precious profession, carrying valuable tasks to educate and build character of the nation. Teacher is a precious profession to create a good life. Therefore, teacher should develop their competences including Arabic language teacher. The intended competences in Arabic language learning are language competence, communicative competence, and cultural competence. IMLA is the abbreviation of (Ittiha>d Mudarrisi al-Lughah al-‘Arabiyyah), a organization established to build and develop Arabic teachers’ competences in Indonesia. This opportunity is given to Arabic teachers in IMLA organization to affiliate with its agendas, management, and association in local, national, and international scope. There are many information will be gained through the various agendas to develop teachers’ competence. For the example is like attending seminars, workshops, and other trainings held by the organization. IMLA organization is able to connect local teachers and lecturers to the foreign ones especially from Arabic emirate countries.

scholarly journals Preparing the Arabic Language Teacher for Non-Native Speakers, Following the Experience of the Arabic Language Institute at the International University of Africa

2020 ◽  
Vol 31 (4) ◽  
pp. 39-49
Author(s):  
Muna Yousif Mohamed Wagi Alla
Keyword(s):  
Higher Education ◽  
Teacher Preparation ◽  
Native Speakers ◽  
Arabic Language ◽  
Language Teachers ◽  
Language Teacher ◽  
International University ◽  
The University ◽  
Cumulative Experience ◽  
Descriptive Method

The study aims to examine the reality of preparing the Arabic language teacher for non-native speakers by presenting the experience of the Arabic Language Institute at the International University of Africa. Thus, it addresses the following questions: How is it possible to invest the long scientific experiences in proposal and experiment preperations to qualify Arabic language teachers for non-native speakers? What is the reality of preparing an Arabic language teacher at the Institute? How did the Arabic Language Institute process teacher preparation? What are the problems facing the preparation of the Arabic language teachers and the most important training mechanisms used in that Institute?What problems faced the implementation of the experiment of preparing an Arabic language teacher at the language Institute? To present the experiment, the study used the descriptive method. The study is important for program planners of higher education studies, course designers, and for people interested in teaching strategies and teacher training. It also provides Arabic language teachers for non-native speakers to diploma institutions. The study has found that the university experiment is distinguished as it adopts the practical track to form the cumulative experience that helps to solve teacher preparation problems.

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