scholarly journals Arabic Language Curriculum For Non-Native Speakers (Descriptive Study of The Arab Intensive Arab Language Course at The University of Darussalam Gontor)

2019 ◽  
Vol 3 (1) ◽  
pp. 66
Author(s):  
Alif Cahya Setiadi ◽  
Subli Ansyah
Keyword(s):  
Native Speakers ◽  
Descriptive Study ◽  
Arabic Language ◽  
Language Curriculum ◽  
The University

الجامعة الاسلامية العالمية بماليزيا وودورها فى تعليم اللغة العربية للناطقين بغيرها International Islamic University of Malaysia and Its Role in Teaching Arabic to Non-Native Speakers

2014 ◽  
Vol 10 (2) ◽  
pp. 66
Author(s):  
علاء حسنى المزين (Alaa Hosni)
Keyword(s):  
Distinctive Feature ◽  
Native Speakers ◽  
Arabic Language ◽  
Strong Connection ◽  
Positive Effects ◽  
The World ◽  
Islamic Identity ◽  
Islamic Civilization ◽  
The University ◽  
Scientific Documentation

كان من أهم الآثار الإيجابية للصحوة الإسلامية التى عمت العالم الإسلامى بشكل ملحوظ منذ أوائل السبعينيات فى القرن العشرين زيادة إقبال الشعوب الإسلامية على تعلم اللغة العربية، وبدأ الاهتمام الحقيقى لجامعات العالم الإسلامى بتوفير مساقات متخصصة لهذا الغرض منذ أوائل الثمانينات، وكانت الجامعة الإسلامية العالمية بماليزيا التى أسست سنة 1983 من أنشط الجامعات فى هذا الصدد، وهو نشاط استلفت نظر الباحث إذ وجده يستحق الرصد والتوثيق العلمى، والمراجعة إذا اقتضت الضرورة لا بهدف الإشادة بالتجربة بل رغبة فى الإفادة والاستفادة من قبل المختصين من المهتمين بهذا الميدان الحيوى من ميادين خدمة اللغة العربية بل خدمة الإسلام، وحضارته نظرا للارتباط الوثيق بين اللغة العربية وهذا الدين الحنيف باعتبارها لغة كتابه الخالد، والمعلم الرئيس من معالم الهوية الإسلامية المميزة والصمود الحضارى.*****************************************************One of the most positive effects of the Islamic awakening since the early seventies, in the twentieth century, which spread across the Islamic world in a significant manner, has been the increased Muslims’ interest in learning the Arabic language all over the world. There began a real interest in the universities of the Muslim world for the Arabic language by providing specialized courses for this purpose since the early eighties and  the International Islamic University Malaysia established in 1983 has been the most active university in this regard. And this activity of the university drew the interest of the researcher who found it worthy of investigation and scientific documentation as well as of revision, if necessary, not in order to pay tribute to the experience, but for taking advantage and learning from specialists interested in this vital field of the fields of Arabic language service which is actually service of Islam and its civilization considering the strong connection between Islam and the Arabic language, the language of the Qur’Én , the most distinctive feature of Islamic identity and resilience of Islamic civilization.

scholarly journals Challenges of Distance Learning in Language Classes: Based on the Experience of Distance Teaching of Arabic to Non-native Speakers in Light of the Coronavirus Pandemic

2021 ◽  
Vol 12 (3) ◽  
pp. 444-451
Author(s):  
Dalal Moh'd Al-Assaf
Keyword(s):  
Second Language ◽  
Distance Learning ◽  
Language Learning ◽  
Native Speakers ◽  
Language Education ◽  
Arabic Language ◽  
Educational Goals ◽  
Distance Teaching ◽  
Language Classes ◽  
The University

This study aims to investigate the challenges that learners and teachers of a language face during distance learning classes, especially learners and teachers of the Arabic language as a second language, based on the results of a distance learning experiment on non-native speakers of the Arabic language at the University of Jordan during the second term of 2019-2020. The study seeks to introduce the proper solutions that may mitigate these challenges to achieve the educational goals through distance learning while teaching the Arabic language as a second language. This study used the applied descriptive approach in identifying these challenges. It concluded that these challenges significantly impact the language learning process, including mastering it, the extent of benefit, and the influence on students' linguistic progress. This study recommends that these challenges are considered when adopting distance learning as a language education method at teaching language classes as a second one. These challenges need to be considered when planning for direct and indirect lessons in Arabic language educational classes, primarily via the Internet.

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.

Application of Gagne’s Nine Approaches to Teach Arabic Language for Non-Native Speakers: Experimental study at Sultan Idris Education University Malaysia (UPSI)

2015 ◽  
Vol 3 (1) ◽  
pp. 32
Author(s):  
Fatimah Suo Yan Mei ◽  
Saipolbarin Bin Ramli ◽  
Nahla A. K. Alhirtani
Keyword(s):  
Teaching Methods ◽  
Native Speakers ◽  
Descriptive Analysis ◽  
Arabic Language ◽  
Learning Outcome ◽  
Analysis Method ◽  
Teaching Activities ◽  
Language Classroom ◽  
Approach Theory ◽  
The University

The Arabic language is not an easy language to learn for non-native speakers if the teachers are not proficient in the teaching methods and strategies. Here, it is essential that teachers can benefit from Gagne’s nine approaches in the teaching for any subjects, especial, in teaching languages. Therefore, the learning outcome will be more effective if the teachers apply Gagne’s nine events in the Arabic language classroom. This study focuses on the experiences of the application of Robert Gagne’s nine approaches in teaching Arabic to non-native speakers at the Sultan Idris University of Education Malaysia. The study aims to find the effective results of their experiences in the application of the nine approaches for Gagne in teaching Arabic language to non-native speakers at the university. This paper is based on a descriptive analysis method to indicate the nine-approach theory and its importance in education and teaching, as well as the experience of the researcher in their teaching Arabic language. Among the most important results in the application of the nine events in teaching Arabic were to make teaching activities’ more effective and attractive, to help teachers how to facilitate the process of teaching Arabic in the classroom and to centralize the students focus during the lessons. The study concludes with some recommendations and suggestions.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

The University Rock Ensemble: Popular music learning and drumming in higher education

2021 ◽  
Vol 5 (2) ◽  
pp. 243-262
Author(s):  
Haley J. Nutt
Keyword(s):  
Higher Education ◽  
Popular Music ◽  
Ensemble Learning ◽  
North American ◽  
Local Community ◽  
Descriptive Study ◽  
Critical Assessment ◽  
Music Learning ◽  
American Higher Education ◽  
The University

This article provides a descriptive study of the FSU Rock Ensemble to demonstrate the value of providing inclusive popular music-based ensemble learning and opportunities in higher education. Beginning with an autoethnographic study of my experiences as a drummer in – and eventually director of – the non-auditioned ensemble, followed by a consideration of the attitudes articulated by several other drummers who recently participated in the ensemble, I analyse how musicians learn a traditionally non-academic music in an academic space. I conclude with a critical assessment of challenges that the group faced, with the hope that such considerations are useful for universities interested in establishing similar ensembles. Overall, the inclusive nature of the Rock Ensemble facilitated interactions that I argue are advantageous within the current climate of North American higher education, allowing students, drummers and non-drummers alike, unprecedented opportunities to perform music they love, forge new relationships and engage with the local community.

The evaluation of the Arabic language book for the twelfth grade from the viewpoint of its teachers in Jordan: تقييم كتاب اللغة العربية للصف الثاني عشر من وجهة نظر معلميه في الأردن

2021 ◽  
Vol 5 (45) ◽  
pp. 46-29
Author(s):  
Galia Ali Abu Gattam Galia Ali Abu Gattam
Keyword(s):  
Main Tool ◽  
Arabic Language ◽  
Point Of View ◽  
Government Schools ◽  
Educational Activities ◽  
Language Curriculum ◽  
Twelfth Grade ◽  
Training Courses ◽  
Media Channels ◽  
Self Learning

The study aimed to evaluate the Arabic language type for the twelfth grade from the point of view of the subject teachers and to know the evaluation estimates for the teachers, as the researcher used the descriptive approach for its suitability for this type of study, and the sample of the study consisted of (61) teachers who filled out the questionnaire after it was published electronically. A questionnaire as a main tool for collecting data, and it was distributed electronically to the subject's teachers through various social media channels, in compliance with the prohibitions laws related to the Corona pandemic (COVID-19) that Jordan and the world was exposed to in 2020; Where the questionnaire included (30) items distributed to include three axes (educational content, educational activities, and evaluation questions), and the results of the study found that there were no statistically significant differences between the rate of evaluation of the Arabic language book for the twelfth grade from the point of view of its teachers in government schools of the Directorate The education of Qweismeh Brigade is attributed to the gender variable. or due to the variable of years of experience. The researcher recommended the necessity of holding training courses for new teachers to enable them to explain and give the Arabic language curriculum easily and conveniently for the twelfth grade, taking into account individual differences and encouraging self-learning among students in the educational activities received.

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