scholarly journals Arabic Across the Curriculum in a Bilingual Gulf University

2004 ◽  
Vol 1 (1) ◽  
pp. 61-76
Author(s):  
Nagwa Hedaiat
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Native Speakers ◽  
Arab World ◽  
Language Skills ◽  
Arabic Language ◽  
Support Program ◽  
Language Support ◽  
Arabic Speaking

Arabic Across the Curriculum is a broad language support program at Zayed University in the UAE, which has stimulated discussion on several issues concerning Arabic language support in the Arab world in general and in the Gulf area in particular. These issues can be summed up in the following questions: Why do we need to teach Arabic to native Arabic-speaking students? How will Arabic language proficiency help students in their academic and future careers? Which Arabic language skills should we teach native speakers in higher education, and how? What means of assessment and what criteria might be helpful to Arabic programs and instructors?

scholarly journals The Characteristics of Teaching Material Arabic Speaking Skills in Higher Education

2019 ◽  
Vol 11 (2) ◽  
pp. 194-213
Author(s):  
Puti Zulharby ◽  
Yumna Rasyid ◽  
Nuruddin Nuruddin
Keyword(s):  
Higher Education ◽  
Language Skills ◽  
Language Education ◽  
Arabic Language ◽  
Structured Interview ◽  
Teaching Materials ◽  
Study Program ◽  
Education Study ◽  
Arabic Speaking ◽  
Speaking Skills

Research objective is to providing an insight into the characteristics of Arabic language teaching materials in higher education in Indonesia. This research was conducted by examining a variety of literature relating to teaching materials and Arabic speaking skills. The research method applied survey, involving 97 students from the Arabic Language Education Study Program in several universities in Indonesia and structured interviews with lecturers who supported Arabic speaking skills. The procedure taken are 1) reading literature related to Arabic speaking teaching materials and teaching Arabic speaking skills, 2) observing the learning process of speaking skills at several Arabic Language Education Study Programs, 3) determining the type of survey, 4) determining the sample target, 5) preparing instruments for analyzing the needs of students, 6) preparing structured interview instruments for lecturers, 7) analyzing survey results, 8) translating survey result. The results of this study, teaching materials from Middle East has led to the emergence of gaps in achieving Arabic language skills for beginners, such as the lack of phonetic aspects being taught, monotonous forms of practice, directing students to memorize, and types of dialogue that are not in accordance with student culture in Indonesia. The characteristics of teaching materials that are suitable for use in Arabic language skills are divided into goals, phonetics, themes, social culture, exercises, steps and visualization.

scholarly journals Diglossia

Pragmatics ◽  
2018 ◽  
Vol 28 (2) ◽  
pp. 185-216
Author(s):  
Helge Daniëls
Keyword(s):  
19Th Century ◽  
Common Sense ◽  
Language Use ◽  
Native Speakers ◽  
Arab World ◽  
Arabic Language ◽  
Special Focus ◽  
Speech Community ◽  
Lexical Items ◽  
Ideological Attitudes

Abstract Diglossia is, as far as the Arabic language is concerned, a concept that has been taken for granted, as much as it has been criticized. First, based on Ferguson’s article on diglossia and subsequent interpretations and ramifications of the concept and with a special focus on how language variability is discursively deployed and how it is perceived in the Arab speech community, I will argue that diglossia does not so much describe actual language use, but rather how language variability is ‘read’ in the Arab world. In the second part of the article, an analysis of labeling in a 19th century debate will show how the dichotomy between fuṣḥā and non-fuṣḥā varieties (ʿāmmīya),1 which is the basis of diglossia, was already taken for granted long before the concept and the term existed, and even before fuṣḥā and ʿāmmīya were used as independent lexical items. The analysis in both parts of the article shows how much diglossia is taken for granted by most native speakers of Arabic, even if it defies linguistic descriptions of actual language use. It is exactly this ‘common-sense-ness’ that suggests that diglossia is a useful tool to describe language ideological attitudes.

scholarly journals البيئة اللغوية العربية في تعليم اللغة العربية لغير الناطقين بها

2017 ◽  
Vol 2 (1) ◽  
pp. 28-41
Author(s):  
Mabruroh Maburoh
Keyword(s):  
Language Learners ◽  
Native Speakers ◽  
Language Skills ◽  
Arabic Language ◽  
Hard Work ◽  
The World ◽  
Language Environment

Arabic is a language studied in various parts of the world. Learning Arabic is not an easy one, but it takes hard work from various parties, wether from the teacher or students. Especially if the Arabic language learners are not from native speakers, of course this will be a tough challenge for an Arabic teacher. The existence an Arabic language environment will greatly help learning Arabic for non-native speakers, either in their own learning or in improving language skills. The Arabic environment consists of two types, namely the formal Arabic environment and the non-formal Arabic environment. Each of them play a very important role in learning Arabic, inside or outside the classroom, because everything around the student, whether audio or visual, will greatly influence the success of learning Arabic. So, it is very important for researchers to know about what is the Arabic environment and what is the role in helping Arabic learning for non-native speakers.

scholarly journals Istikhdâm al-Ta’līm al-Ta’âwuny li Tarqiyyah Ta’līm al-Lughah al-‘Arabiyyah li Ghayr al-Nâthiqīn Biha

Taqdir ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 15-32
Author(s):  
Nur Faiz
Keyword(s):  
Cooperative Learning ◽  
Native Speakers ◽  
Cooperative Education ◽  
Language Skills ◽  
Skills Training ◽  
Arabic Language ◽  
Primary Data ◽  
Analysis Technique ◽  
Learning Centered

This research aims to present the role of cooperative education in promoting Arabic language skills for non-native speakers, what is its status, how its procedures, and its results. The researcher uses the qualitative approach through the desk study with the content analysis technique. The primary data sources are collaborative learning research published in Google Cendekia Five years ago. The results of this research indicate that the cooperative learning is more applied in the skill of reading, speaking, and writing. And that its procedures or steps use on cooperation and learning centered on students. And its results are upgrade all Arabic language skills and workers that influence the success of skills training. Keyword : Cooperative Learning, Arabic Language, and Language Skill

scholarly journals The technical Approach for Teaching Arabic

2020 ◽  
pp. 108-116
Author(s):  
علي المنتشري
Keyword(s):  
Teaching And Learning ◽  
Arab World ◽  
Language Skills ◽  
Arabic Language ◽  
Technical Approach ◽  
Information And Communication ◽  
Technical Innovations ◽  
Training Courses ◽  
Catch Up ◽  
Modern Technologies

this paper aimed to provide a forward-looking vision to employ the technical approach in teaching the Arabic language and used the analytical method to achieve the goal, and this paper comes in the context of the urgent need to catch up with the advanced countries in the technologies developed and in light of the strong competition in the field of education, and this requires us to invest technical innovations And use it to teach our beautiful and immortal language the language of the Qur’an. The paper concluded that there are several requirements that must be met to employ the technical approach in teaching and learning the Arabic language. Among the most important are: the need to redesign the content of curricula for the Arabic language to include the use of the technical approach to develop language skills, and develop programs to prepare the Arabic language teacher to include teaching students teacher how to employ the technical approach In teaching and learning the Arabic language. The paper recommended the necessity to direct and maximize efforts aimed at employing the technical approach in teaching and learning the Arabic language, as modern technologies are among the most important factors for the success of the curriculum and the effectiveness of teaching, and we must also organize training courses for teachers and department managers to train on modern information and communication means so that they contribute effectively to the educational and scientific renaissance in our Arab world.

scholarly journals COLLABORATIVE LEARNING TO ENHANCE ARABIC SPEECH SKILLS AMONG STUDENTS OF BACHELOR’S DEGREE (ISM) IN ARABIC LANGUAGE WITH EDUCATION AT SULTAN IDRIS EDUCATION UNIVERSITY

2021 ◽  
Vol 58 (2) ◽  
pp. 1854-1860
Author(s):  
Saipolbarin Ramli Et al.
Keyword(s):  
Collaborative Learning ◽  
Native Speakers ◽  
Positive Impact ◽  
Field Studies ◽  
Arabic Language ◽  
Bachelor's Degree ◽  
Before And After ◽  
Arabic Speaking ◽  
Speaking Skills

Collaborative learning refers to learning activities that involve two or more people who learn something together. This learning requires no teacher supervision and is not structured. This is the opposite to the cooperative learning where the role of the teacher as facilitator is to structure and monitor group activities to achieve their objectives. This study aimed to identify the issues faced by the students of bachelor’s degree (ISM) in Arabic Language with Education at Universiti Pendidikan Sultan Idris (UPSI) to master Arabic speaking skills. This study also aimed to analyze the effectiveness of collaborative learning to enhance speaking skills and to analyze the degree of differences in the speaking skills before and after the implementation of collaborative learning. This quantitative study used a questionnaire and diagnostic test involving 29 Arabic language student respondents of the second semester in UPSI. In addition to conducting field studies, this study also made references to books, journals and theses on speaking skills and collaborative learning. The findings showed that collaborative learning methods could help students improve their proficiency in speaking Arabic. The results of this study are expected to have a positive impact and contribute to the teaching pedagogy of Arabic speaking skills for non-native speakers.

scholarly journals Cooperative Learning Strategy in teaching Arabic for Non Native Speakers

2017 ◽  
Vol 11 (2) ◽  
pp. 261
Author(s):  
Suo Yan Mei ◽  
Suo Yan Ju ◽  
Ayishah Binti Mohd
Keyword(s):  
Academic Achievement ◽  
Social Interaction ◽  
Cooperative Learning ◽  
Communication Skills ◽  
Learning Strategy ◽  
Native Speakers ◽  
Language Skills ◽  
Teaching Strategy ◽  
Arabic Language ◽  
The Social

Cooperative learning is a teaching strategy that can help students to be successful in academic achievement and skills, as well as can assist the students to enhance the social interaction and human relation; however, this research explored the cooperative learning strategy in teaching Arabic for non native speakers, and will show the experiences for Arabic lecturers during their applying this method for teaching Arabic at sultan Idris education university Malaysia. The researchers will depend on the survey research design. The study will use a sample of 10 lecturers who are teaching Arabic language randomly selected from Sultan Idris education University Malaysia . The method will use data collection which included a 10-items questionnaire. Results show that majority of lecturers strongly support to apply the cooperative learning during the classes and outside of classes to help the students to improve their language skills, communication skills and social interaction .

Hebben we oren naar anderstaligen in het Vlaamse hoger onderwijs?

2021 ◽  
Vol 26 (2) ◽  
pp. 222-247
Author(s):  
Laura Rosseel
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
Native Speakers ◽  
Native Language ◽  
Foreign Language Teaching ◽  
Content Type ◽  
Staff Members ◽  
Education Community ◽  
Entrance Level

Abstract In order to enroll in Flemish higher education, aspiring students whose native language is not Dutch require a B2 CEFR level for language proficiency for most courses that are taught in Dutch. The question we aim to answer in this study is how future interlocutors of these students perceive that B2 entrance level. Do fellow students, lecturers and other members of staff feel that this level of language proficiency is sufficient to successfully navigate higher education? We specifically focus on the perception of pronunciation proficiency. We conducted a speaker evaluation experiment in which 191 students and staff members evaluated six sound clips with non-native Dutch speech representing pronunciation levels B1, B2 and C1. Results show that overall attitudes towards the speakers in the experiment are rather positive. In addition, there is a clear association between pronunciation proficiency and perceived functioning in higher education that reflects the Flemish higher education entrance policy. Our study also shows that various groups within the higher education community react differently towards non-native Dutch speakers and that there is a link between perception of non-native pronunciation and the amount of contact a listener has with non-native speakers. Overall, this study underlines the importance of pronunciation training in foreign language teaching for academic purposes.

scholarly journals The Solution of Arabic Teaching: Design of Arabic Teaching for Non-Native Speakers through Creative Ways as An Initial Step to Raises Enthusiasm Learning Arabic

2018 ◽  
pp. 1
Author(s):  
Rizqy Maulana Hakim ◽  
Adam Doni Mauladi
Keyword(s):  
Native Speakers ◽  
Arab World ◽  
Language Education ◽  
Initial Step ◽  
Arabic Language ◽  
Arab Countries ◽  
International Affairs ◽  
Educational Curriculum ◽  
Arabic Speakers ◽  
Official Languages

The Arab world has an extremely rich culture and history with diverse region geographical in the Arabian Peninsula. The religion of Islam was spread in Arab firstly by the prophet Muhammad SAW and the only language he spoke was Arabian well as Arabic also is the language of the Quran. There are 300 million Arabic speakers in the world and Arabic is the official language in 22 countries. Arabic is also one of the six official languages in the United Nations (UN). Arabic language education is very important, benefits that received from learning Arabic could implement into daily life and any aspects such as understanding the meaning of the Holy Qur’an and very potential to increase good relations in international affairs especially among Indonesia and Arab countries. However, Arabic teaching in non-native speakers' countries has some challenges. We observe that the biggest challenge teaching Arabic in Indonesia is the lack of knowledge among society about the benefit that we can gain from learning Arabic and the educational curriculum has been relying heavily on aspects of memorizing without any effective aspects or understanding of the Arabic lesson, it caused the low level of awareness to learn Arabic. Refer to the research of Jamsuri Muhammad Syamsudin and Mahdi Mas’ud on 30 students of IIUM indicates the biggest challenge to learn Arabic influenced by psychological factors such as desire, motivation, and un-confident. The question then is how to increase Arabic enthusiasts in non-native speakers’ countries and how to improve the educational system to learn Arabic effectively? The serious effort to increasing Arabic enthusiasts and to improve the educational curriculum is through simplification of the Arabic curriculum, as said before that much of the curriculum on Arabic depends on rote teaching methods that can’t truly benefit today. This can be done through creative ways and implement human behavior-based approaches or multiple forms of incentives to raises enthusiasm among non-native speakers to learn Arabic. We propose technology and fun activities that giving out the rewards and without it feels as if a burden to learn Arabic. This approach needs to be developed because the individuals need to be encouraged to do things that will bring benefits much than the act itself. In conclusion, solving the challenge of Arabic teaching is neither easy and improves its educational curriculum is crucial. It is hoped that Arabic teaching will have innovation for its development and overcome its challenges.

scholarly journals SUDAHKAH EVALUASI KEMAHIRAN BERBICARA BAHASA ARAB PADA TINGKAT DASAR DILAKUKAN?

2020 ◽  
Vol 1 (1) ◽  
pp. 73-87
Author(s):  
Laili Nur Kholisoh
Keyword(s):  
Language Proficiency ◽  
Arabic Language ◽  
Language Teachers ◽  
Elementary Level ◽  
Primary Level ◽  
Existing Problems ◽  
The Right ◽  
Arabic Speaking ◽  
Ongoing Evaluation ◽  
Speaking Skills

Evaluation is something that is commonplace and even just flows in accordance with the calendar of education. This research aims to find out and look for a solution of the problems that occur when implementing an evaluation for Arabic speaking skills at the level of data done by observation and interviews to several Arabic language teachers at the elementary level. With the data already obtained the writer to study literature to relate some of the problems with the existing theories to find relevant solutions for each issue found. As for some of the problems found related to the evaluation of speaking skills of students at the primary level, including the following: 1) Teachers often neglect the evaluation of speaking skills for being too focused on the written evaluation, 2) time is inadequate also make teachers second priority to this evaluation, 3) Teachers admitted the difficulty to make the right instrument for the evaluation of speaking skills, and 4) the ability of students limited hamper the ongoing evaluation of speaking skills. From some of the existing problems, there are several solutions to overcome them. One was a teacher must adjust the evaluation of speaking skills are as important as some other language proficiency evaluation. 

Sign in / Sign up

Export Citation Format

Share Document