Efficacy of Arabic Language Communication Teaching Methods at The Sultan Sharif Ali Islamic University: Faculty of Sharia in Perspective (Published)
The purpose of this research is to determine the effectiveness of the Arabic language communication teaching methods at the Faculty of Shariah; a Faculty at the Sultan Sharif Ali Islamic University in the Sultanate of Brunei Darussalam. Researchers distributed the identification to the 22 first year students of the College at the Sultan Sharif Ali Islamic University, who studied the Arabic subject of communication in 2024 (all students of the first year of the College at the Islamic University, who studied the Arabic subject of communication in 2024 were 35 students, a sample of 63% of all students). Having obtained the data needed for this research, they have analysed them evaluatively and quantitatively to obtain the required results. This research has found out that the teacher speaks Arabic when teaching Arabic language at the Sultan Sharif Ali Islamic University, by 79.1%, the students are asked to have oral dialogue in Arabic on matters related to daily communication, by 80%, the students are required to have oral dialogue in the Arabic language in the classroom, by 72.7%, they correct oral errors in the course of their oral dialogue with each other by hearing their recorded voices, by 82%, the students are required to have written dialogue in the Arabic language in the classroom, by 78.2%, the students present their oral dialogue in the screen with 76%, the students relate to 76%, respectively, and that they give an adequate speech in the language, the students give an opportunity in the language of 72%, in the proportion of the number of subjects, in the proportion of which they relate to 82%, and it gives students an adequate opportunity to listen to Arabic voices on topics of daily communication, by 83.6%; The downside is that the teacher does not speak Arabic when teaching the Arabic language, by 20.9%. Students are not required to engage in oral dialogue in Arabic on matters of daily communication (20%), students ' voices are not recorded when speaking orally in the classroom, by 27.3%, students & apos; oral mistakes in the course are not corrected by hearing their recorded voices, by 17.3%, students are not required to engage in written dialogue in Arabic in the classroom, by 21.8%, by what students (or some of them) do not offer a written dialogue in the classroom, by 23.6%, and by the fact that students do not correct written mistakes in the course (or some of them) that students have made on the screen through the Arabic dialect (projector) before the class, by 17.3%, by which students do not have sufficient opportunity to listen to Arabic voices on the daily basis, by 16.4%, and by which students do not have a sufficient opportunity to read Arabic dialects on subjects of daily communication, by a percentage of 23.3%. It does not give students an adequate opportunity to hear Arabic voices on subjects of daily communication, by 16.4%. It does not give students a sufficient opportunity to read Arabic dialogues on topics of daily communication, by 23.6%. It does not give students a sufficient opportunity to have oral conversations on subjects of daily communication, by 22.7%. It does not give students a sufficient opportunity to write the dialogue on topics of daily communication, by 17.3%. It does not use the attractive method in the Arabic language communication, by 17.3%. It does not use various teaching methods in the Arabic language communication, by 21.8%. It does not train students in the four language skills in a balanced manner, by 19.1%.
Keywords: Arabic, Language, Methods, Teaching, communication
Diglossia and Arabic Literacy: From Research to Practice (Published)
Arabic-speaking children acquire literacy in a diglossic manner in which the variety of language engaged for reading and writing at school—referred to here as literary Arabic (LA)—differs from the variety they engage when speaking at home. Literacy acquisition in such a context necessitates teaching practices take into consideration the differences between spoken and literary varieties of language to assist children to bridge the gap between them. This study explores how Saudi teachers of kindergarten-level students perceive the effect of diglossia on the initial stages of literacy acquisition by their students, and which practices they follow to minimize its effect. The study participants took part in a focus group in which they shared their experiences of teaching literacy to Saudi kindergarten students, and reflected on their perceptions and practices as kindergarten teachers. Overall, the participants showed an awareness of how diglossia could generally affect literacy acquisition, as well as an awareness of how different spoken Arabic dialects work with and against LA to varying degrees, causing fluctuations in the diglossic effect across spoken varieties. In their context, however, teachers seemed to find children at a lesser disadvantage and would, therefore, prioritize remediating the challenges children experience as a result of orthographic characteristics of Arabic over the challenges posed by diglossia. Teachers indicated that they still follow certain practices to increase children’s exposure to LA and reinforce their LA knowledge, but without pinpointing any specific diglossia-based instructions—interestingly, they believe this could compromise the orthographic-based instructions they believed essential. Such reflections are discussed in light of the current empirical investigations of Arabic literacy and diglossia and the pedagogical practices they suggest.
Keywords: Arabic, Diglossia, Literacy, Orthography