التخطيط اللغوي لنشر اللغة العربية في المدارس الابتدائية والثانوية الماليزية بعد الاستقلال: دراسة وصفية تحليلية (Language Planning for the Promotion of Arabic language in Primary and Secondary Schools in Malaysia since Independance: An Analytical Descript)

2018 ◽  
Vol 15 (2) ◽  
pp. 203-230
Author(s):  
زاليكا آدم ◽  
حنفي دوله الحاج
Keyword(s):  
Secondary Schools ◽  
Educational System ◽  
English Language ◽  
Language Planning ◽  
Language Education ◽  
Arabic Language ◽  
The Status

لقد وزَّع الاستعمار الإنجليزي المدارس الماليزية الجديدة على أربعة أنظمة لغوية؛ إنجليزية، وملايوية، وصينية، وتاميلية. ومن ثم ألغيت اللغة العربية من المنظومة التربوية في ماليزيا المستعمَرة، وتوِّجت اللغة الإنجليزية بوصفها لغة العصر؛ ما أدى بالمواطنين إلى التنافس فيما بينهم رغبة منهم في مواكبة العصر. من هنا تكمن أهمية هذا البحث؛ إذ يرمي إلى استعراض وضعية اللغة العربية منذ استقلال ماليزيا إلى الآن، والتخطيط لها في المدارس الماليزية الابتدائية والثانوية وفق رؤية استراتيجية. وهي دراسة لم تحظ كثيرًا باهتمام الباحثين الملايويين في شأن الثقافة العربية. الكلمات المفتاحيّة: التخطيط اللغوي، اللغة العربية، التعليم، المدارس، ماليزيا. Abstract English colonial regime classified the new Malaysian schools into four systems: English, Malay, Chinese and Tamil. As a result, the Arabic language was eliminated from the educational system in colonized Malaysia, and the English language flourished as the language of the time, and this led the citizens to compete among themselves with the aim of keeping up with the time. This is the significance of this study as it aims to review the status of the Arabic language since Malaysia’s independence until now. This study also proposes strategies for the primary and secondary Malaysian schools. Studies on Arabic culture is not so popular among Malaysian researchers. Keywords: Language planning, Arabic Language, education, schools, Malaysia

scholarly journals Virtual Teaching and Learning of English As A Second Language in Selected Secondary Schools Isu-Ikwuato, L. G. A. Abia State, Nigeria

2021 ◽  
Vol 4 (1) ◽  
pp. 79-95
Author(s):  
Bernard Meshach Aguma ◽  
◽  
Caroline Kinuu Kimathi ◽  
Martin Situma ◽  
◽  
...  
Keyword(s):  
Second Language ◽  
Secondary Schools ◽  
Educational System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Sampling Technique ◽  
Teachers And Students ◽  
Virtual Teaching

The adoption of virtual teaching and learning of a second language in the Nigerian educational system has received little attention. COVID-19 lock-down, imposed by the governments of the nations, forced educational institutions globally and locally to adapt virtual teaching and learning of English language. This research paper investigated the challenges of virtual teaching and learning of a second language (English) in selected secondary schools, Isu Ikwuato L.A. Abia State, Nigeria. It used a mixed method convergent parallel research design. The purposive sampling technique was used to select secondary schools that adopted virtual teaching and learning. The targeted population was 2000 English students and teachers with a sample size of 333. The results revealed that the schools made use of synchronous, asynchronous and blended types of online teaching and learning, and the students had a positive attitude. Both students and teachers experienced challenges of poor network, lack of ICT training, unstable electricity, and financial constraint. This study recommends the following: Language Policy Makers in Nigerian Educational System to map out the strategies that will incorporate online second language teaching and learning skills in the curriculum. That Marist Educational Board in partnership with the Ministry of Education in Nigeria, provide virtual supplementary materials for English language education. Adequate virtual training to be provided for English teachers and students. That the challenges of internet fluctuation, power shortage, insufficient virtual materials, inadequate funds, technical issues, virtual skills be addressed by all the stakeholders in education.

English Education Reform in Asian Countries

2021 ◽  
Author(s):  
Wenyang Sun ◽  
Xue Lan Rong
Keyword(s):  
Education Reform ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Asian Countries ◽  
Education Policies ◽  
English Language Education ◽  
Rapid Urbanization ◽  
The Status ◽  
Globalized World

Language education is becoming an increasingly important topic in education in Asian countries, especially as schools in Asian countries have become more multilingual and multicultural as a result of rapid urbanization and globalization. A comparative analysis of the issues in language education reform in Asian countries—using China, India, Japan, South Korea, and Singapore as examples—shows that, historically and currently, English language education policies are shaped by various underpinning ideologies such as linguicism, nationalism, and neoliberalism. English can serve as a vehicle for upward socioeconomic mobility, or an instrument of linguistic imperialism, or both, in Asia contexts. These ideologies, through language education policies and reforms, impact the status as well as the pedagogy and promotion of the English language. There is a trend and a need with regard to addressing critical consciousness in English education in order to counter the forces of linguicism and neoliberalism in an increasingly multilingual, multicultural, and globalized world.

scholarly journals The psychometric characteristics of the students' metamemory scale

2019 ◽  
Vol 3 (14) ◽  
Author(s):  
Ahmed Ali Al- Maamari ,  Fathi Mohammed Mahmoud
Keyword(s):  
English Language ◽  
Islamic Law ◽  
Pearson Correlation ◽  
Correlation Coefficients ◽  
Language Education ◽  
Arabic Language ◽  
Validity And Reliability ◽  
Psychometric Characteristics ◽  
Alpha Coefficient ◽  
And Control

The topic of metamemory had attracted the attention of many researchers and scholars in the field of educational and cognitive psychology, especially how individuals become aware of and control their memory functions. Therefore, the aim of the present study was to build a psychometric scale/questionnaire for measuring metamemory. The study was conducted among a sample of 200 students joining Sharia/Islamic Law, Arabic Language, Education, English Language, Science, Economics and Management at Al Qassim University. For the purpose of the content validity of the scale, it was verified by the raters’ agreement and the internal consistency of the items of the scale. Pearson correlation coefficient was also used to calculate correlation coefficients between the scores of each item and its dimension to ensure consistency and homogeneity of the items and dimensions of the scale. The correlation coefficients of the items of the scale and the total score of the dimension to which the items belong were all positive correlation coefficients and statistically significant at the level of 0.01, which confirms the consistency and homogeneity of the items of each dimension. The homogeneity of the dimensions of the scale was also verified by calculating Pearson correlation coefficients between the score of each dimension and the overall score of the scale. The reliability of the scale and its sub- dimensions was verified using the α- Cronbach Alpha coefficient. The results showed that the scale and its sub- dimensions had high and statistically acceptable validity and reliability coefficients. Such result indicates that the scale is statistically valid and reliable.    

scholarly journals Pre-service teachers' attitudes towards scientific research methods course: (The sample of Gazi University, Gazi Faculty of Education)

2019 ◽  
Vol 9 (2) ◽  
pp. 241-262
Author(s):  
Pınar Bilasa ◽  
Mehmet Taşpınar
Keyword(s):  
Research Methods ◽  
English Language ◽  
Scientific Research ◽  
Language Education ◽  
Arabic Language ◽  
Attitude Scale ◽  
Methods Course ◽  
Positive Attitudes ◽  
Faculty Of Education ◽  
Teachers Attitudes

The aim of this study is to determine the attitudes of the students of Gazi University Gazi Education Faculty towards Scientific Research Methods (SRM) course. The survey model was used in this descriptive study. In the study, 20-item 'Attitude Scale towards Scientific Research Methods Course' developed by Yaşar (2014) was used. The study population consisted of 308 pre-service teachers attending the German Language Education, Arabic Language Education, French Language Education, English Language Education, Philosophy Group Education, department of primary education and Preschool Teacher Education Departments at Gazi University, Gazi Faculty of Education in the spring term of 2017-2018 academic year. As a result of the research, it is difficult to say that the pre-service teachers have positive attitudes at the desired level towards the SRM course. It was determined that the pre-service teachers of the Philosophy Group had more positive attitudes towards the SRM course than the pre-service teachers of the other departments.

scholarly journals تعليم اللغة العربية في غانا: التحديات والحلول

Al-Ma rifah ◽  
2018 ◽  
Vol 15 (1) ◽  
pp. 1-23
Author(s):  
عباس شمس الدين إبراهيم
Keyword(s):  
Curriculum Development ◽  
Analytical Approach ◽  
Language Education ◽  
Arabic Language ◽  
Arab Countries ◽  
The Status ◽  
The Subject ◽  
Education In Ghana

The research on the subject of Arabic language education in Ghana addresses challenges and solutions. It highlights the challenges faced by Arabic language education in Ghana from (al-kuttab), schools, institutes, and universities, and presents possible solutions to challenges through the use of the analytical and analytical approach. Living in Ghana, with no official bodies responsible for the development of Arabic in schools, the development of curriculum development and development, the status and development of teachers, and the lack of adequate support from Arab countries for Arabic, as do their counterparts in Ghana, such as French and Germans And its Chinese and other living languages that seek to revive their language at the official level

scholarly journals The Status, Roles and Challenges of Teaching English Language in Ethiopia Context: the case of Selected Primary and Secondary Schools in Hawassa University Technology Village Area

2015 ◽  
Vol 4 (2) ◽  
pp. 182 ◽  
Author(s):  
Mebratu Mulatu Bachore
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Language Proficiency ◽  
English Language ◽  
School Administrators ◽  
Teaching English ◽  
Contributing Factors ◽  
University Technology ◽  
The Status ◽  
Hawassa University

<p>The main objectives of the study was to determine the status, roles and challenges of teaching English Language in Ethiopia Context, particularly in Selected Primary and Secondary Schools in Hawassa University Technology Village Area. The participants were English language and natural science teachers, students and school administrators. From Each secondary school, two, ten and two teachers, students and school administrators were selected respectively through random sampling. As a whole, 14 teachers, 46 students and 14 school administrators involved in the study. The research instruments employed to collect data were the questionnaire and interview. According to the results of the study, there were serious English language proficiency problems in the English teachers, students and teachers of other subjects in the area. The problems ranged from their ability of English language to their view which they were sharing to their students regarding the language. Similarly, results showed that teachers of other subjects ignore the language needs of students in content courses whenever they want to rush to cover the syllabus. When the root of the problems was discovered, there are various contributing factors such as poor capacity building activities, unavailability of opportunities to use the language except the English class. Hence, English language and other subject teachers should understand the learners’ need of English language and the challenges the face, and employ different techniques and strategies to alleviate the problems.</p>

Modern technology of teaching a foreign language: design and experience

2021 ◽  
Author(s):  
Tat'yana Lomakina ◽  
Nina Vasil'chenko
Keyword(s):  
Foreign Language ◽  
Vocational Education ◽  
English Language ◽  
Core Competencies ◽  
Language Education ◽  
Modern Technology ◽  
Learning Technologies ◽  
Design And Technology ◽  
Secondary Vocational Education ◽  
The Status

The monograph deals with the theoretical and practical issues of pedagogical design of the technology of teaching a foreign language in the system of secondary vocational education. Presents an analysis of key concepts "instructional design" and "technology of education" that is meaningful and reveals the basic principles of the system, activity-based and student-centered approaches to the design of learning technologies to address new opportunities and the status of the str system in the modern socio-economic conditions. The author has developed a method of selection of the content of learning English language, based on the modular structure of the course, taking into account international experience in building the content of language education for professional purposes, the requirements of the educational-methodical complex of teaching business English and core competencies stipulated by the Council of Europe, as well as the requirements of the labour market and the needs of employers standardisert, intensificarea language training specialist of middle management by reflection of the status and trends of professional activities in various fields. For use in the system of professional development of teachers of secondary vocational education, additional education and the system of corporate training.

Using Arabic in Teaching English to Arabic-Speaking Learners (From Teachers’ and Students’ Point of View)

2020 ◽  
Vol 6 (1) ◽  
pp. 117
Author(s):  
Elawad Yagoub Ahmed
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Mother Tongue ◽  
Arabic Language ◽  
Point Of View ◽  
Male Students ◽  
Teaching English ◽  
Bilingual Dictionaries ◽  
Teachers And Students ◽  
Arabic Speaking

The aim of this study was to investigate and analyse teachers’ and students’ views towards using Arabic in teaching English in secondary schools in Oneizah Province, Saudi Arabia. The data were collected by means of two questionnaires: one for teachers and the other for students. The subjects were 43 teachers of English, 12 were female. 120 male students from four different secondary schools in Oneizah. The results of the study showed that Arabic language (The students’ mother tongue) could be used during English language lessons although teachers’ responses gave less support for using Arabic. Also, the results revealed that Arabic has positive roles to play in teaching English besides facilitating learning process. The recommendations emphasize and encourage teachers and supervisors to pay attention to their learners need in using their mother tongue. Moreover, Arabic language can be a means of facilitation not a hindrance so it can be used in many activities inside the classroom without affecting students’ exposure to English language. Also, there should be a place for learners’ mother tongue in the syllabus, e.g. in translation exercises and bilingual dictionaries.

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