STUDENTS' PERCEPTIONS OF THE ARABIC LANGUAGE CURRICULUM (original) (raw)
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2013
This study attempts to trace the foundation of the teaching and learning of Arabic language as a course of study in Nigerian institutions of higher learning. It aims at assessing the curriculum development of Arabic language in Nigerian institutions, especially in the light of the contemporary challenges facing the nation’s educational system and human development. Qualitative research paradigm was adopted for the study and data was collected through semi structured interview. The study explores the perspectives of three students in the Arabic Department of one of Lagos State University in the South West of Nigeria. Phenomenological analysis approach was used to analyse the data and some of the themes that emerged from the data analysis include; Prior knowledge, , Methodology, Facilities, Means of instruction and Arabic relevance to Nation building. The findings of the study establish the fact that the present curriculum does not conform to the philosophy and goals of the national p...
Teaching Arabic as a Second Language in Nigeria
Procedia - Social and Behavioral Sciences, 2012
Language learning as a scientific process and a student-centred activity requires a wide range of planned teaching-learning activities. A number of obstacles hinder the effectiveness of teaching and learning Arabic in Nigeria as a Foreign Language (AFL).This paper situates the search for durable interventions within the context of the present objectives of teaching Arabi c in Nigeria, the realities of teaching the subject as a foreign language and the numerous barriers which frustrate the effectiveness of the teaching of the subject in Nigeria. The paper concludes that the haphazardness that characterizes the teaching-learning process has inexorably resulted in the circle of the production of Arabic teachers who lack requisite pedagogical competencies for teaching a foreign language. A number of recommendations are put forward towards ameliorating the situation.
Language learning as a scientific process and a student-centred activity requires a wide range of planned teaching-learning activities. A number of obstacles hinder the effectiveness of teaching and learning Arabic in Nigeria as a Foreign Language (AFL).This paper situates the search for durable interventions within the context of the present objectives of teaching Arabi c in Nigeria, the realities of teaching the subject as a foreign language and the numerous barriers which frustrate the effectiveness of the teaching of the subject in Nigeria. The paper concludes that the haphazardness that characterizes the teaching-learning process has inexorably resulted in the circle of the production of Arabic teachers who lack requisite pedagogical competencies for teaching a foreign language. A number of recommendations are put forward towards ameliorating the situation.
Arabic Education In University of Ilorin Nigeria: A Review
Arabic Education has flourished and passed different stages and media in Nigeria over time. It has as such played significant role in spreading Islamic civilization outside the Arabian Peninsula. Historical records confirmed that for about three centuries between 17th and 19th centuries Arabic documents remained the only source of information for European writers on western and central Sudan. It was also a means of communication and language of instruction in different stages in Nigeria over the years. Meanwhile, the language is facing a lot of challenges in Nigerian Universities, ranging from Government policies on language education, social, pedagogical, etc. that may impede its aims and objectives. Some of these challenges came as a result of the educational policies. This paper attempts to discuss the role of Arabic language in the Islamic civilization in Nigeria and the current status of Arabic education in Nigerian Universities with special reference to the Nigerian Language policies and implementation in relation to the pedagogical situation of Arabic language in University of Ilorin, Nigeria.
2020
This research aims to identify the content of curriculum of Arabic Language in Brunei Arabic Secondary Schools in which Class Eleven was the case study. The researchers distributed questionnaires to four Arabic teachers who teach Arabic therein. After obtaining the data needed by the research, the researchers analyzed it descriptively and quantitatively in order to achieve the required objectives. The research outcome shows that most of the teaching content of class eleven is in line with the aims and objective of the curriculum, matches the students’ language skills, takes cognizance of individual differences and contains the four Language skills, although some of them do not match their ages. Article visualizations:
The status of Arabic language teaching today
Education, Business and Society: Contemporary Middle Eastern Issues, 2008
Purpose -The purpose of this paper is to map out the status of Arabic language teaching as practiced in the Arab World today and to bring into focus the main issues that any improvement to that discipline would need to look at. Design/methodology/approach -A review of the current teaching practices and needs in the teaching of the Arabic language. Findings -Arabic language teaching practices remain teacher centered and bound to teaching the textbook and overlooking the importance of aligning the curriculum to instruction and assessment. Practical implications -The need is critical for writing national standards for the Arabic language in addition to establishing teacher colleges that offer quality pedagogical training all backed by sound research and generous funding Originality/value -To highlight the importance of teaching and seeing the Arabic language in a totally new light that preserves national identity yet embraces best teaching practices.
2021
This research aimed to explore the concept of developing an international standard Arabic curriculum in universities. This curriculum development concept focused on curriculum design and graduate profiles. This study used a library research approach. The data analysis technique used the interactive data analysis model proposed by Miles et al. including data collection, data reduction, data display, and concluding. The study's results showed that the development of an international standard curriculum viewed consisted of 10 steps, namely research and collection, planning, developing initial products, conducting preliminary tests in the field, revising products, conducting field tests, revising operational products, conducting operational testing in the field, final product revision, and deployment and implementation. Meanwhile, the profile of Arabic education program graduates formulated consisted of three aspects: graduates with competence as teachers, employability skills, and 21st-century skills. Based on the results of this study, it is expected to bring enlightenment and academic horizons to education providers in higher education in developing an international standard Arabic curriculum.
Status of Arabic Language Teaching Today
The status of Arabic language teaching today Hanada Taha‐Thomure Education, Business and Society: Contemporary Middle Eastern Issues 2008 1:3, 186-192 , 2008
Purpose -The purpose of this paper is to map out the status of Arabic language teaching as practiced in the Arab World today and to bring into focus the main issues that any improvement to that discipline would need to look at. Design/methodology/approach -A review of the current teaching practices and needs in the teaching of the Arabic language. Findings -Arabic language teaching practices remain teacher centered and bound to teaching the textbook and overlooking the importance of aligning the curriculum to instruction and assessment. Practical implications -The need is critical for writing national standards for the Arabic language in addition to establishing teacher colleges that offer quality pedagogical training all backed by sound research and generous funding Originality/value -To highlight the importance of teaching and seeing the Arabic language in a totally new light that preserves national identity yet embraces best teaching practices.
IJUS | International Journal of Umranic Studies
The most recent and effective method of teaching second or foreign language is Language Communicative Teaching (CLT). It emphasizes interaction as both the means and the ultimate goal of learning a language. It is also referred to as “Communicative Approach”. Moreover, the 12th edition of the National University Commission (NUC) encourages Arabic teachers to adopt (CLT) approaches in their methodology of teaching. Therefore, this research intends to find out the level of compliance of lecturers in the Nigerian universities to this instruction. This research is qualitative in nature. Observation and document analysis were conducted to scrutinize the teaching methods as well as the language theories the teachers used in the classroom. The two Lagos State owned universities offering Arabic language as a course of study were selected as a case study. The field notes-based universities on the observation were used to analyze the teachers’ compliance with the CLT principles. The result sh...