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 Increasing University Competitiveness through Assessment of Green Content in Curriculum and Eco-Labeling in Higher Education

2021 ◽  
Vol 13 (2) ◽  
pp. 712
Author(s):  
Andrea Okanović ◽  
Jelena Ješić ◽  
Vladimir Đaković ◽  
Simonida Vukadinović ◽  
Andrea Andrejević Panić
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Comparative Analysis ◽  
Environmental Problems ◽  
Green Jobs ◽  
Positive Effects ◽  
The World ◽  
Different Types ◽  
Novi Sad ◽  
The University

Growing environmental problems and increasing requirements of green jobs force universities around the world not only to transform their curricula but also to enrich existing ones with contents related to the promotion of sustainable development. This paper aims to show the importance of measuring and monitoring the share of green contents in all university activities, as only in that way it is possible to monitor trends and give realistic assessments of their effect and importance. The paper presents a comparative analysis of different types of methodologies for assessing sustainable activities at universities as well as research conducted at the University of Novi Sad in Serbia and its comparison with the University of Gothenburg (Sweden). This research aims to point out the importance of increasing competitiveness in higher education through assessment of green content in a curriculum and its promotion. In this way, through eco-labeling methodology, it would be easier to identify those contents that, in a certain share, contribute to the promotion of sustainable development. Furthermore, this methodology can easily be extended across the country and the region, which would bring positive effects to all stakeholders in higher education.

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 WHICH VARIETIES OF ARABIC TO LEARN?

2020 ◽  
Vol 10 (1) ◽  
pp. 82-87
Author(s):  
Andjelka Mitrovic ◽  
Keyword(s):  
Foreign Language ◽  
Effective Teaching ◽  
Arabic Language ◽  
Teaching Model ◽  
Main Obstacle ◽  
Standard Arabic ◽  
Regional Dialects ◽  
The World ◽  
University Level ◽  
The University

Teaching Arabic as a foreign language is very specific for different reasons. The main obstacle in searching for the optimal and effective teaching model for the Arabic language is the pronounced diglossia, a situation in which two languages or two forms of a language are used simultaneously under different conditions, formal and functional in a community, that is to say “higher“ literary/standard Arabic and a “lower one“ which encompasses numerous regional dialects. As a foreign language, Arabic has been taught all over the world, primarily at the university level, but the priority has always been given to a “higher language“. It is also dominant in teaching nowadays but in creating curricula for teaching Arabic, more attention has been paid to relating the opposites of diglossia with the main speech dialects.

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 The impact of Linguistics In teaching Arabic language

2017 ◽  
Vol 223 (1) ◽  
pp. 135-152
Author(s):  
Dr. Ahmed Hussien Haial
Keyword(s):  
Native Speakers ◽  
Arabic Language ◽  
Scientific Study ◽  
Global History ◽  
Study Material ◽  
Teaching Language ◽  
Teaching Aids ◽  
The World ◽  
History Of ◽  
The Impact

    Almost linguistics and language approach differ from those defined by the global history of linguistic studies, Including Arabic linguistic studies, I decided that the language linguistics subject of scientific study material, In this lesson linguistic began nearly shoved another contributed to the breadth of the research department, Accordingly God widened cognitive extents in most universities in the world, and its impact in the overall Linguistics Humanities. The pedagogical and teaching aids frontrunner in this effect, and as the teaching language is situated in the heart of the pedagogical department. It was the linguistics major impact on the development of Arabic language teaching, both speakers in Arab universities and secondary schools, or for non-native speakers.  

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.

scholarly journals Code-switching and plurilingualism in English-medium education for academic and professional purposes

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Maurizio Gotti
Keyword(s):  
Native Speakers ◽  
Code Switching ◽  
Successful Outcome ◽  
Lingua Franca ◽  
Medium Education ◽  
The World ◽  
Relevant Role ◽  
Native Speakers Of English ◽  
The University

AbstractIn the process of internationalization of their teaching programmes many universities all over the world are now offering courses in English. This is a typical English as a Lingua Franca (ELF) situation in which both lecturers and students – although they are not native speakers of English – use this language as a common means of communication and instruction. This article examines communicative interactions taking place in such contexts. The data are taken from “international” courses in specialized disciplines offered by the University of Bergamo. In particular, the article examines the role of code-switching and the use of other languages employed by lecturers to explain the main specialized terms and technical concepts concerning the specific courses they are teaching. The methodology employed for the analysis of the data is mainly qualitative and is based on selected pieces of the lectures recorded. The data presented show that code-switching and the recourse to words belonging to other languages play a relevant role among the main strategies employed by both lecturers and students in the realization of their communicative efforts, and increases the degree of cooperativeness on both sides so as to guarantee a successful outcome of the specialized communication in which they are involved.

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.

scholarly journals تعليم اللغة العربية عبر ثقافتها: برامج يابانية وفرانكفونية وأمريكية في جامعة حلب نموذجا (Teaching the Arabic Language through Culture: The Case of Japanese, Francophone and American Programmes at the University of Aleppo)

1970 ◽  
Vol 2 (2LING) ◽  
Author(s):  
عبد الرحمن بن شيك (Abdul Rahman Chik) ◽  
راوية جاموس (Rawiyah Jamous)
Keyword(s):  
Arabic Language ◽  
Islamic Culture ◽  
Common Cause ◽  
Knowledge Culture ◽  
Islamic Civilization ◽  
Islamic Belief ◽  
The University

 ملخص البحث:في خضم الصراع العالمي نحو إثبات الوجود التي تنهجه بعض الدول لإثبات وجودها وإلغاء الآخر، يجب أن تكون لنا وقفة مستمدة من الواقع الحضاري والثقافي للأمة الإسلامية التي عرفت عبر تاريخها الطويل، بتحقيق التناغم والانسجام بين مختلف الحضارات والثقافات والأجناس والأعراق التي انضوت تحت حكم الدولة الإسلامية. فلم يسع المسلمون عبر تاريخهم الطويل نحو إلغاء الآخر على الإطلاق، وإنما كانت كل الجهود تتوجه نحو تشجيع وترغيب أصحاب الديانات والثقافات الأخرى للانضمام إلى الحركة العلمية والثقافية والحضارية التي كانت تشجعها الدولة الإسلامية آنذاك. ومن هنا فإننا نشهد تحدّياً ذاتياً كبيراً في الوقت الراهن يحتم علينا إبراز هذا الجانب الحضاري لثقافتنا الذي ينسجم فيه الأنا والآخر بشكل متناغم. وإن تعليم اللغة العربية لغير الناطقين بها هو خير معين على نقل الثقافة العربية الإسلامية لأن اللغة تعتبر تمثيلاً حياً لثقافة أية أمة من الأمم. الكلمات المفتاحية: الثقافة-سوريا-الياباني-الفرنكفوني-الأمريكي Abstract:In the struggle to prove the perseverance of civilizations, some nations tend to cancel the identities of others. In this regard, Muslims must have their own position derived from the age long experience of the Islamic civilization in order to strike the same chord between the various nations and peoples of the Islamic belief. This experience is far away from denying the identities of the others but rather it nurtured these differences and enabled the diverse races and religions to contribute to a common cause to develop knowledge, culture and civilization. As of today, it is a challenge to put back this practice at the frontline of own cultures and blend with the otherness as it used to be. Perhaps, through the teaching of Arabic to the non-Arabs is one of the best approaches to expose the Arabic Islamic culture to the others since language itself is a live representative of the culture of its speakers.Keywords: Culture– Syria– Japan– Francophone– American.Abstrak:Dalam suasana pergelutan global untuk menentukan kewujudan yang diamalkan oleh beberapa buah negara untuk membuktikan kewujudannya dengan menghapuskan yang lain, kita mestilah mempunyai pendirian yang diolah daripada keadaan semasa serta budaya ilmu umat Islam yang telah lama dikenali dengan sejarahnya yang panjang, iaitu dengan merealisasikan keharmonian serta kesinambungan antara pelbagai tamadun, budaya, bangsa, keturunan yang berada di bawah pemerintahan Islam. Orang-orang Islam sepanjang sejarahnya tidak pernah bersikap ingin menghapuskan yang lain, bahkan, kesemua usaha yang dibuat selama ini adalah dengan tujuan menggalakkan serta menanam minat di kalangan penganut agama lain agar menyertai gerakan ilmu, budaya dan tamadun yang digerakkan oleh pemerintahan Islam pada waktu itu. Dari sudut ini, kita dapat merasakan cabaran sengit masa kini yang memerlukan kita menonjolkan aspek ketamadunan budaya kita yang berada di dalamnya harga diri dan lain-lain secara harmonis. Sesungguhnya di dalam pengajaran bahasa Arab kepada penutur bukan berbahasa Arab terdapat kebaikan tertentu terhadap pemindahan budaya Arab Islam kerana bahasa mewakili budaya sesuatu kaum.Kata kunci: Budaya– Syria– Jepun– Frankfurt- Amerika.

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