Edits June162018 Review of Arabic Standards 1 HE (original) (raw)
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Arabic language arts standards: Revolution or disruption
Abstract Textbooks are major organizers of Arabic language instruction in most Arab countries (Faour, 2012). Textbooks approved by ministries of education have traditionally guided teaching of content knowledge, skills, and values to be taught at each grade level (Faour, 2012; Sabella, 2014; Taha-Thomure, 2008). This research is a foundation study into the use of Arabic Language Arts (ALA) standards in six schools in three countries in the Arabian Gulf region (Bahrain, Saudi Arabia, and United Arab Emirates). Fifty-eight teachers used the ALA standards adapted from the Ohio English Language Arts standards (Taha, 2017a) for at least one year. Results of the online survey indicated that 83.5% of teachers found the standards had a positive effect on their teaching, while 94.9% of teachers found that the standards helped them collaborate with each other in planning and finding suitable resources to use. This suggests that well-supported innovations can lead to teachers being aware of and using ALA to improve student learning and instruction. Results also highlight some of the challenges teachers faced to find the necessary Arab language resources that will help them implement a standards-based approach, in addition to the amount of time they needed to put into preparing for the lessons.
Arabic Language Teachers' Perceptions of a Standards-based Educational Reform in the UAEpath
Gulf Education and Social Policy Review (GESPR) 2 (2), 91-114, 2022
Arabic language curriculum has been undergoing reforms across the Arab world to improve Arab students' acquisition of their first language. Reform initiatives including internationally funded projects have been aimed recently at reforming and modernizing the teaching and learning of the Arabic language. Many Arab countries have adopted a standardsbased instruction model. However, there is a lack of vision regarding how this model can be successfully implemented at a national level. This article examines how standardsbased curricular mandates have been translated into practice and how teachers perceive implementing the standards-based Arabic curriculum in public schools in Abu Dhabi. The study employs qualitative purposeful sampling and an exploratory methodology to collect experiences of Arabic teachers who implemented the curriculum from 2010 to 2017. The findings of the study uncover the main characteristics, successes, and challenges of the standards-based teaching model as perceived by teachers. The findings also display a consensus for implementing the standards-based Arabic curriculum among teachers. Additionally, the findings show that the educational model requires intense professional development that is rigorous, continuous and collaborative, mentorship and coaching in the classroom, integrated reformative efforts to change ineffective pedagogical practices and capacity building in the UAE.
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.
Professional Standards for Teachers of Arabic
2006
BACKGROUND AND INTRODUCTION This chapter describes an effort to develop professional standards for teachers of Arabic (PSTA). Both the process and the content are presented here in summary as the PSTA revised document will be over 150 pages long with the appendices. The standards will serve as a set of criteria against which the expected and required competencies of Arabic teaching professionals are weighted. 1 The effort, 2 years in the making, is the result of work accomplished by an American Association of Teachers of Arabic (AATA) committee with the initial proposal to enact it proposed at the 2001 AATA annual board meeting in Washington, DC. The committee views the PSTA as a continuous effort in draft from, subject to modification, as our profession evolves and progresses. The PSTA in its present form was also inspired, influenced, and based on similar work done by American Council on the Teaching of Foreign Languages (ACTFL), National Council of Accreditation of Teacher Education (NCATE), and Interstate New Teacher Assessment and Support Consortium (INTASC). We have added the Arabic dimension and its specificities to the standards elaborated by these professional organizations. The impetus driving our collaborative interest in sharing it with our colleagues is strongly embedded in our concern for excellence in teaching and our belief in all the positive developments represented in the so-called "paradigm shift" that has transformed the foreign language teaching field in general in the last two and a half decades (Swaffar, Arens, & Byrnes, 1991; Harper et al., 1998).
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.
International Journal of Academic Research in Business and Social Sciences
The profession of teaching still lacks qualified cadres who meet specific requirements to lead the teaching process effectively. Most of those working in the field of education graduated from institutions, colleges, and universities in which they did not receive educational sciences that are concerned with preparing, qualifying and training them to practice the teaching profession. That is why most of them lack the foundations and standards on which this profession is based. This causes many problems for them when practicing the teaching profession. The researcher believes that there are elements, bases and standards that are necessary so that the teacher can practice the teaching profession. The research aims to set these standards as a basis for each teacher so that he can practice the teaching profession in an optimal and satisfactory manner, and to obtain remarkable educational outcomes and quality. In order to characterize the fundamental elements of the linguistic, cultural, and professional preparation of the Arabic language teacher, the study adopted an analytical descriptive technique. In terms of the analytical approach, the researcher detailed and examined the acceptable cultural, linguistic, and professional standards and their significance to the Arabic language instructor in order to help him carry out the process of teaching and teaching the Arabic language effectively. The study concluded that a teacher of Arabic Language should have a strong understanding of cultural nuances, particularly when teaching Arabic to non-native speakers. The study also concluded that The Arabic language teacher should be mindful of the cultural aspect of their teaching, which includes their knowledge of Islamic sciences and this is due to the close relationship between the Arabic language and Islamic sciences. Since the teachers are regarded as a crucial pillar of the educational process, and the Arabic language teachers is the most important pillar, it is the responsibility of educational institutions to prepare and train them properly so that they can be culturally and professionally ready to carry out his educational, professional, and cultural duties with students who speak different languages.
Arabic Language Teacher Education Chapter 12.pdf
Quality teacher preparation programs have been shown to greatly impact student learning outcomes as studies often refer to the importance of quality teacher education as a key factor in learning. Linguistic realities in the Arab world reflect a bleak situation where Arabic language teachers remain largely poorly prepared and deprived of sustained and meaningful professional development. This situation is manifested in students’ results on international standardized Arabic language proficiency tests. This chapter describes current practices in teacher Arabic language teacher education and cites student Arabic language learning outcomes as demonstrated on the 2011 PIRLS test. The chapter covers research done on the importance of effective teacher education including quality of preservice admissions, and field experiences associated with those programs.
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.