Abstract
This research explores the role of Arabic language teachers for non-native speakers in the educational process, focusing on their preparation and training. It highlights the categories of Arabic language teachers for non-native speakers, the most important strategies used in teaching Arabic, and the characteristics of these teachers in light of international standards such as the American Council on the Teaching of Foreign Languages (ACTFL) and Jordanian professional standards. Finally, the study presents the most significant challenges faced by teachers in teaching Arabic to non-native speakers.
Introduction
Language is one of the most important means of human communication. It serves as a fundamental tool for self-expression, and it is a hallmark of civilization and a cornerstone of a society's identity. Language is also the cultural and civilizational vessel of humanity. Therefore, it is an essential element in the completion of the teaching and learning process.
The Arabic language occupies a unique and elevated place among world languages due to its distinctive qualities. Its inclusion as the sixth official UN language in the 1960s marked the growing significance of Arabs on the global stage. This was driven by the expansion of international relations and diplomatic representation, as well as subsequent attacks on many foreign countries, such as the September 11 attacks, which highlighted the need for greater Arab involvement in global affairs.
The aforementioned factors have led to a significant increase in Arabic language learning. Consequently, researchers have conducted extensive studies on teaching methodologies and have placed a strong emphasis on the role of Arabic language teachers.
The teacher's role in teaching Arabic as a foreign language
A teacher's role in education is paramount. A good teacher can foster a positive learning atmosphere and implement effective teaching techniques, making the learning process more engaging and productive."
A teacher, learner, and curriculum are the three pillars of education. The teacher's role is central as they possess the professional, communicative, and technical skills to influence the other two components. By effectively planning lessons, managing classrooms, and interacting with students, teachers can ensure the success of the learning process.
The successful teacher is one who consciously and skillfully navigates past experiences, starting from sound principles and comprehensive objectives. They are meticulous in their planning and adept at employing effective teaching methods and skills. The true task of a teacher is not merely to complete the syllabus, but to transform learning into an enjoyable and engaging exploration, enabling students to achieve the ultimate goal of education: acquiring knowledge, skills, and positive, beneficial behaviors.
Teachers are considered the primary catalysts for educational advancement. They serve as guides and mentors, informed by current research. As a result, educational institutions have prioritized teacher development, especially in the realm of teaching Arabic to non-native speakers. This emphasis is driven by findings from global conferences and studies that indicate a decline in the effectiveness of Arabic teachers for non-native speakers. This decline is often attributed to inadequate professional, technical, and communication skills, as well as insufficient training.
Classifications of Arabic language teachers
It is worth noting the reality of Arabic language teachers and their role in teaching Arabic to non-native speakers. When examining the various types of Arabic language teachers, one can categorize them into several main groups:
A. By Nationality: There are native Arabic-speaking teachers and non-native Arabic-speaking teachers. Each has its advantages and disadvantages. It is common for native Arabic-speaking teachers to frequently use dialects in their teaching, which can lead to students (both native and non-native Arabic speakers) adopting the linguistic habits prevalent in the teacher's country. On the other hand, non-native Arabic-speaking teachers may have certain advantages, such as specialization in Arabic language and literature, and possibly a background in education. These factors may enable them to teach Arabic to non-natives. However, they may lack a native Arabic speaker's intuition, which is necessary for understanding the nuances of the Arabic language. This can be evident in their pronunciation of Arabic sounds, their explanation of word meanings that change depending on context, or their understanding of the cultural implications of certain Arabic expressions and proverbs. Additionally, they may unintentionally mix their native language with Arabic in their speech.
B. By Specialization: There are teachers who specialize in Arabic language and literature (a minority) and those who do not (the majority). It is noteworthy that most teachers who teach Arabic to non-native speakers are not Arabic language specialists. They often rely on personal intuition, which can lead to both successes and failures. Non-specialists in Arabic language base their teaching on a common but erroneous belief that anyone who speaks a language can teach it. As a result, this type of teacher is prevalent in Arabic-speaking countries.
C. By Linguistic Preparation: There are teachers who hold a general educational qualification (a minority), teachers who hold a specialized educational qualification in teaching Arabic (a rarity), and teachers with no educational qualifications (the majority). This is undoubtedly a significant problem. This type of teacher is widespread, despite the fact that most of them are proficient in Arabic.
Teaching languages, especially to non-native speakers, is not simply a matter of trial and error or, as the old saying goes, a profession for those without a profession. It is both a science and an art. The scientific aspect is evident in the adoption of theories, experiments, and studies conducted on teaching and learning. The personal touch that each teacher brings to their performance and the unique mark they leave on their lessons also play a significant role.
Therefore, Arabic teachers for non-native speakers must possess a positive attitude towards learning in general and certain teaching methods in particular. They must respect learners as individuals with a right to learn, and they have a duty to teach them. It is also essential for teachers to understand the cultural backgrounds of their students. Most importantly, teachers should strive to make learners feel that their local cultures are valued. To be successful, teachers must empower learners by allowing them to make decisions, express their commitment to achieving goals, and help them overcome feelings of inadequacy or inability to learn. By taking responsibility for their students' learning, teachers can significantly increase students' motivation."
Training Arabic language teachers for native speakers
Modern educational trends emphasize several fundamental aspects that should be included in any teacher preparation program, regardless of the specialization. These aspects include the academic (linguistic) dimension, which refers to specialized scientific studies that provide learners with knowledge of Arabic language, particularly in the field of teaching Arabic to non-native speakers. It is well-known that linguistic competence is a key component of teacher preparation, and an Arabic language teacher cannot fulfill their role effectively unless they have a sufficient grasp of the basic skills of the Arabic language and are able to utilize them to serve the purpose of teaching it.
The linguistic aspect includes the following academic experiences:
1. Theoretical Studies Related to Arabic Linguistics:
These refer to studies that equip teachers with the necessary skills in the four language skills (listening, speaking, reading, and writing), as well as a comprehensive understanding of Arabic literary heritage and linguistics. Human beings use language either as a means of comprehension (through listening and reading) or as a means of expression (through speaking and writing). Therefore, the fundamental skills of linguistic communication are listening, speaking, reading, and writing. Educational theories in applied linguistics emphasize the importance of initially learning these four Arabic language skills separately, according to their priorities. Subsequently, the focus shifts towards integrating and coordinating these skills to ultimately achieve a unified and integrated understanding of the Arabic language, enabling learners to engage in social and cultural interactions that demand proficient language use. Additionally, a teacher preparation program for non-native Arabic speakers should include Classical Arabic, the language of Arabic writing and Islamic heritage. Modern trends emphasize Contemporary Standard Arabic, which is used in contemporary writings and aligns with the spirit of our time. This includes both the Classical Arabic used in ancient Arabic heritage and the Contemporary Standard Arabic used in contemporary writings, which conforms to the spirit of our time. Moreover, it is the language of speech and communication in media, official correspondence between countries, and Arabic newspapers and magazines.
2. Theoretical and Applied Studies Related to Modern Linguistics:
These refer to specialized scientific studies in modern linguistics that examine various linguistic phenomena in humans. Linguists generally divide linguistics into two main branches:
Theoretical or General Linguistics: This includes the study of sounds, phonological systems, word structure, sentence organization, semantics, and historical linguistics.
Applied Linguistics: This includes psycholinguistics, sociolinguistics, contrastive analysis, error analysis, principles of language teaching, lexicography, and test design. Linguists emphasize the importance of avoiding an excessive focus on theoretical linguistic studies, as this can lead to superficial specialization and a decline in linguistic competence. Nevertheless, theoretical knowledge plays a crucial role in developing the basic language skills. Proficiency in a language and the ability to use it effectively depend on a close connection between theoretical study and the practical application of language skills.
The Professional Aspect:
This refers to educational and psychological studies that provide the learner with a deep understanding of the nature of the educational process, the psychological characteristics, abilities, and readiness of learners, and suitable learning methods. The goal is to enable teachers to carry out the teaching process effectively. It is worth noting that knowledge of a subject does not necessarily mean the ability to convey it to others. There may be a distinguished scholar in a particular field who is not suited for the teaching profession due to a lack of ability to transfer that knowledge to learners. Hence, the importance of educational studies in preparing learners to carry out the teaching profession effectively. A teacher's competence depends on their skills in conducting the educational process. This is derived from their understanding of sound educational philosophy, the principles of education, and psychology, as well as their application of clear and precise curricula, and the use of appropriate teaching methods and assessment techniques.
The Cultural Aspect:
This refers to cultural studies that provide the learner with knowledge, values, attitudes, thinking styles, and cultural elements. The aim is to help the teacher fulfill their educational, cultural, and social role. Modern educational trends emphasize that one of the fundamental principles in foreign language teaching is to teach it in a context that the learner understands and through which they feel that their need for linguistic communication has been met. The importance of this principle has become so significant that it has given rise to a modern trend in foreign language teaching known as the communicative approach. Linguists point out that the goal of teaching cooperation in foreign language teaching is to provide learners with a conscious awareness of cultural aspects, to stimulate their interest in studying languages, and to develop their ability to utilize cultural objectives in the content of the language learned, as well as their understanding of linguistic cultural manifestations and the specific traditions of the target language. Language and culture are two sides of the same coin. Therefore, teaching a language cannot be done without teaching its culture. Thus, the Arabic language and Islamic culture are an integrated unit. An Arabic language teacher for non-native speakers, in addition to teaching the language, also fulfills a civilizational role, which is to confront the cultural and intellectual influences that pose a threat to Islamic civilization. Therefore, a teacher preparation program for Arabic language should include cultural components that preserve the Arab and Islamic heritage and the deep-rooted Islamic traditions.
he National Council for the Teaching of Foreign Languages (ACTFL) has established the following standards for teachers of Arabic to non-native speakers:
Language and Linguistics: Knowledge of phonology, morphology, syntax, semantics, and the similarities and differences between the target language and other languages.
Cultural and Literary Knowledge: Integration of other disciplines, especially literary studies across cultures, into the teaching process.
Theories of Language Acquisition and Learning: Understanding of theories and their application in the classroom.
Integration of Standards: Planning, implementing, and assessing teaching materials based on the standards.
Assessment: Knowledge of various assessment types and the use of formative assessment.
Professional Development: Belief in the value of continuous professional growth and understanding the importance of foreign language teaching.
Summary:
This section outlines the specific standards set by the ACTFL for teachers of Arabic as a foreign language. These standards cover areas such as linguistic knowledge, cultural understanding, teaching methodologies, and professional development
Professional Standards for Teachers in the Hashemite Kingdom of Jordan [11]
At the National Standards Conference for Professional Teacher Development held by the Jordanian Ministry of Education in 2006, the following standards for teachers were approved:
Domain 1: Education and Teaching in Jordan: This includes an understanding of the foundations, key characteristics, and development trends of the Jordanian education system.
Domain 2: Academic and Pedagogical Knowledge: This encompasses an understanding of the subject(s) being taught and how to transform its content into a learnable form.
Domain 3: Planning for Instruction: This refers to the ability to plan effective teaching.
Domain 4: Implementing Instruction: This involves effectively carrying out lesson plans.
Domain 5: Promoting Student Learning: This demonstrates an understanding of assessment strategies and their effective use.
Domain 6: Professional Development: This involves using available resources, tools, and methods to improve one's professional skills.
Domain 7: Ethics of the Teaching Profession: This is demonstrated through ethical behavior both inside and outside the school.
Strategies Employed by Teachers in Teaching Arabic to Non-Native Speakers :
This section outlines various teaching strategies used to instruct Arabic as a foreign language. Here's a breakdown of each strategy:
Dialogue in Language Teaching: Dialogue plays a crucial role in language learning. It serves as the core of a lesson, providing learners with a rich variety of sentences, expressions, words, and sounds. Dialogue is particularly important for developing speaking skills. It integrates grammatical structures and vocabulary within different contexts, serving as a foundation for language practice and expression. Teachers should view dialogue and subsequent exercises as an inseparable unit. Learners should not only comprehend and memorize dialogues but also apply them in real-life situations.
Training in Arabic Pronunciation: Through phonetic discrimination drills, learners develop the ability to distinguish between sounds and identify them when heard or spoken. This training often involves minimal pairs, focusing on contrasting sounds to help learners differentiate between them. The goal is for learners to accurately pronounce Arabic sounds and distinguish between them when heard, not to describe their articulation. Therefore, teachers should prioritize correct pronunciation modeling and practice over theoretical discussions of sounds.
Written Exercises: These are a series of graded exercises, each corresponding to a specific lesson or section of the main material. They aim to provide learners with additional practice in using the lesson's vocabulary and grammatical structures, reinforcing previous lessons. Learners typically complete these exercises at home and check their answers in class with the teacher or by comparing them to the correct answers provided in the exercise book.
Communicative Activities: Communicative activities enable learners to use the foreign language naturally and understand what they hear without errors, facilitating effective communication. Learners have the freedom to express themselves as they wish during these activities. There is a significant difference between communicative activities and meaning-focused or mechanical exercises. Communicative activities involve new information, as learners talk about themselves and their personal experiences. This differs from meaning-focused and mechanical exercises, where learners do not provide new information. Communicative activities generally require more time than meaning-focused or mechanical exercises, as learners need time to think about what they want to say. This can be challenging but also enjoyable.
Visual Aids: This is the foundation of the audio-visual approach, which is not tied to a specific method of foreign language teaching. Audio-visual materials can be used in accordance with the principles of any teaching method.
Aural Exercises: To teach Arabic as a living language and a means of oral communication, learners must be trained to listen and speak. Aural exercises, used in language labs or even in the classroom with a regular recorder, are effective for this purpose. These exercises are based on the lesson material and include various exercises involving the lesson's vocabulary and grammatical structures. The difference between aural exercise books and written exercise books lies in the nature of the aural exercises, as some types, such as translation or fill-in-the-blank exercises, are not suitable for use in a language lab or with a recorder.
Audio Materials: These serve various purposes, including addressing sounds, grammatical structures, listening comprehension, and listening to the language for its own sake. Audio materials can be based on the textbook or supplementary materials and should be professionally recorded by native speakers with clear and accurate pronunciation. Additional recordings may be required based on the needs of the learners and the recommendations of language experts and educators. These recordings may even include audio-visual materials related to Arab culture.
Dictionary Use: A companion dictionary is provided with the textbook, containing essential vocabulary to help learners study the book more deeply and broadly, as well as develop their linguistic abilities.
Language Labs: Language labs are now essential components of any comprehensive language teaching and learning system. There are three main types of language labs: listening labs, listening-and-repetition (radio) labs, and listening-repetition-and-recording labs.
Challenges Faced by Arabic Teachers for Non-Native Speakers:
There are several challenges related to the preparation of Arabic language teachers from scientific, professional, and cultural perspectives. These can be summarized as follows [13]:
Dependency on Western Language Teaching Models: The field of teaching Arabic to non-native speakers is still largely tied to applied linguistics, particularly the field of foreign language teaching in the West. While this is natural, the problem lies in the complete reliance on theories developed by Western experts in foreign language teaching. Some of these theories may be applicable to teaching Arabic, but others may not be directly applicable or may require modifications.
Monolingual Teachers: Most individuals enrolled in Arabic teacher training programs are monolingual, meaning they can only speak Arabic and do not have proficiency in a second language, such as English.
Diverse Backgrounds: Participants in Arabic teacher training programs have diverse cultural backgrounds, specializations, and goals.
Theory-Practice Gap: There is a significant gap between theory and practice in many Arabic teacher training programs.
Lack of Practical Application: The lack of practical application reduces the effectiveness of the materials and ideas presented in these programs.
Professional and Employment Challenges: There are limited opportunities for graduates to practice their profession and apply their knowledge.
Incoherence in Curriculum: There is a lack of coherence between some of the subjects taught, such as the inconsistency in writing rules for different grammatical positions.
Conclusion: The teacher is the heart and soul of the educational process, its guide and implementer, and the success of the process hinges upon them. Therefore, the issue of teacher preparation is unique among the other components of the educational process. This research has led to the following conclusions:
Teachers should be well-cultured, knowledgeable about the sources of Arabic heritage, and well-versed in modern linguistics.
Arabic teachers for non-native speakers must be professionally qualified, passionate about their subject, and proud of it.
They must be familiar with teaching methods, techniques, and strategies.
They must be knowledgeable about the use of technology in education.
They should have a good appearance and demeanor.
There is an urgent need to develop training programs to enhance teachers' skills and address their professional, technical, and communication needs.
They must possess intelligence and creativity.
A more concise version:
The teacher plays a pivotal role in education. To ensure successful teaching, Arabic teachers for non-native speakers should be well-rounded individuals with a strong command of the language, cultural knowledge, and pedagogical skills. They should also be adaptable to technological advancements and possess strong interpersonal skills. Moreover, there is a pressing need for ongoing professional development to meet the evolving demands of the field.
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References
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