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Author: Salman Almoaiqel Publisher: ISBN: Category : Languages : en Pages :
Book Description
ABSTRACTThis study was conducted to examine the perceptions of elementary and middle school teachers in Saudi Arabia toward using an integrated approach to teaching Arabic language Arts. These teachers have taught Arabic language arts and skills separately through the specialized textbooks as directed for many decades by the Ministry of Education and district mandates. In late 2007 the Ministry of Education in Saudi Arabia decreed a change towards integrating the language arts in both teaching and students' textbooks. This new language arts program is being applied since then in 40 elementary and middle schools in different school districts before it was circulated to all schools around the country in September 2010. The main goal of this study is to explore the teachers' opinions toward the integration within the Arabic language after having tried in their own schools and compared it with the former method they have used for several years. This study analyzed the current practices in teaching the Arabic language and examined to what extent this change has been efficient according to the teachers applying the integrated approach. The study also examined their perceptions about the problems and barriers that affect the implementation of the integration. Moreover, this study discovered the impact of such a change on students' communication skills and how efficient the approach was on their motivation to learn the Arabic language. Additionally, the study assessed the extent to which such method fits the Arabic language and how teachers see the appropriateness of the provided Arabic textbooks and the practiced evaluation methods to the integration approach. The level of teachers' enthusiasm to this approach and their satisfaction with implementing this program were also discovered. The results of this study revealed that 84% of the Arabic language teachers see the integration within the Arabic language arts important as it is an efficient way of teaching students, which increases flexibility in teaching, and encourages critical thinking and deeper comprehension. This study discovered that 79% of the teachers see the integrated Arabic language curriculum effective in helping them achieve the teaching goals. About 73% of the teachers agreed that the integrated Arabic language curriculum and the integrative approach had a positive impact on their students' language skills. For students' motivation, 82.7% of the teachers believed that the integrated Arabic language curriculum and the integrative approach had a positive impact on their students' learning motivation. As for the integration barriers, the results revealed that 73.71% of the teachers believed that the large number of students in the classroom was a big barrier obstructing the integration practice, while only 53.71% believed that insufficiency of the equipment and school supplies was a big barrier, and only 49.14% believed that the insufficiency of teachers training and development was a large barrier affecting the integration. This study found that 85% of the teachers were satisfied with the new integrated Arabic language curriculum they teach and they enjoyed teaching Arabic in this approach more than the previous separated curriculum. Findings discovered that 92% of teachers believed that the Arabic language is suitable to the integration notion. About 71.57% of them believed that the students' Arabic textbooks provided by the Ministry of Education for this new program were appropriate for applying the integration approach, and only 44.73% of the teachers believed that the students' assessment procedures applied and the evaluation methods practiced were appropriate to assess students' language learning. Most of teachers' recommendation for improving the implementation of the integrated curriculum were concerning increasing the number of training courses and improving the quality and comprehensiveness of training; providing the necessary educational means and equipment such as computers, CD-ROM's, DVD's, and projectors; and reducing students' number in classrooms. Finally, this study found significant differences between male and female teachers on all the integration variables. Female teachers favored the integration program the most and expressed its effect on their students more than the male teachers did. These differences may be due to the fact that the female teachers had more teaching experience than the male teachers. In addition, the results showed that 70% of the female teachers had training before implementing the program, while only 47% of the male teachers had that kind of training. The more experience that the female teachers had in teaching Arabic language, and the more training they received might have positively affected their opinions and their implementation of this program.
Author: Salman Almoaiqel Publisher: ISBN: Category : Languages : en Pages :
Book Description
ABSTRACTThis study was conducted to examine the perceptions of elementary and middle school teachers in Saudi Arabia toward using an integrated approach to teaching Arabic language Arts. These teachers have taught Arabic language arts and skills separately through the specialized textbooks as directed for many decades by the Ministry of Education and district mandates. In late 2007 the Ministry of Education in Saudi Arabia decreed a change towards integrating the language arts in both teaching and students' textbooks. This new language arts program is being applied since then in 40 elementary and middle schools in different school districts before it was circulated to all schools around the country in September 2010. The main goal of this study is to explore the teachers' opinions toward the integration within the Arabic language after having tried in their own schools and compared it with the former method they have used for several years. This study analyzed the current practices in teaching the Arabic language and examined to what extent this change has been efficient according to the teachers applying the integrated approach. The study also examined their perceptions about the problems and barriers that affect the implementation of the integration. Moreover, this study discovered the impact of such a change on students' communication skills and how efficient the approach was on their motivation to learn the Arabic language. Additionally, the study assessed the extent to which such method fits the Arabic language and how teachers see the appropriateness of the provided Arabic textbooks and the practiced evaluation methods to the integration approach. The level of teachers' enthusiasm to this approach and their satisfaction with implementing this program were also discovered. The results of this study revealed that 84% of the Arabic language teachers see the integration within the Arabic language arts important as it is an efficient way of teaching students, which increases flexibility in teaching, and encourages critical thinking and deeper comprehension. This study discovered that 79% of the teachers see the integrated Arabic language curriculum effective in helping them achieve the teaching goals. About 73% of the teachers agreed that the integrated Arabic language curriculum and the integrative approach had a positive impact on their students' language skills. For students' motivation, 82.7% of the teachers believed that the integrated Arabic language curriculum and the integrative approach had a positive impact on their students' learning motivation. As for the integration barriers, the results revealed that 73.71% of the teachers believed that the large number of students in the classroom was a big barrier obstructing the integration practice, while only 53.71% believed that insufficiency of the equipment and school supplies was a big barrier, and only 49.14% believed that the insufficiency of teachers training and development was a large barrier affecting the integration. This study found that 85% of the teachers were satisfied with the new integrated Arabic language curriculum they teach and they enjoyed teaching Arabic in this approach more than the previous separated curriculum. Findings discovered that 92% of teachers believed that the Arabic language is suitable to the integration notion. About 71.57% of them believed that the students' Arabic textbooks provided by the Ministry of Education for this new program were appropriate for applying the integration approach, and only 44.73% of the teachers believed that the students' assessment procedures applied and the evaluation methods practiced were appropriate to assess students' language learning. Most of teachers' recommendation for improving the implementation of the integrated curriculum were concerning increasing the number of training courses and improving the quality and comprehensiveness of training; providing the necessary educational means and equipment such as computers, CD-ROM's, DVD's, and projectors; and reducing students' number in classrooms. Finally, this study found significant differences between male and female teachers on all the integration variables. Female teachers favored the integration program the most and expressed its effect on their students more than the male teachers did. These differences may be due to the fact that the female teachers had more teaching experience than the male teachers. In addition, the results showed that 70% of the female teachers had training before implementing the program, while only 47% of the male teachers had that kind of training. The more experience that the female teachers had in teaching Arabic language, and the more training they received might have positively affected their opinions and their implementation of this program.
Author: Abeer Al-Mohsen Publisher: ISBN: Category : Languages : en Pages :
Book Description
This study examines the perception of Arabic teachers on whether an integrated approach is critical for students’ communicative competence in Arabic. Additionally, the study attempts to uncover what might be potential barriers to the integrated-approach program-wide implementation in the field of Teaching Arabic as a Foreign Language in higher education institutes in the United States. Although many studies investigated students’ perception of learning Modern Standard Arabic (MSA) only, few studies focused on teachers’ perceptions of the issue and understanding of what communicative Arabic instruction should entail. Using a mixed-method study, the researcher conducted the study in two sequential phases: a quantitative phase followed by a qualitative phase. Quantitative data-collection sources used adaptation of the Arabic Teacher Survey. The online survey dataset consisted of a 50-item survey of 60 participants. Although no significant relationships emerged between teachers’ perceptions of the integrated approach and its impact on communicative competence due to size effect, an overall favorable perception of using the integrated approach emerged as the correct way to go about the teaching and learning of Arabic. The MSA ideology, especially among older and more highly educated teachers correlated with participants’ overall favorability of the integrated approach. The qualitative phase consisted of one-on-one phone interviews with seven Arabic teachers to provide a more descriptive analysis of the survey data. Changes in perceptions of teaching both MSA and spoken Arabic are shifting, despite the narrow scope of its implementation. The participants’ credited the delay in wide implementation of an integrated approach to a lack of teaching materials, teachers’ training opportunities, and insufficient of data that supports the implementation of the approach. This research provided empirical insights to teachers’ perceptions of the integrated approach and its promising future as a common practice in the field. The study concludes by proposing an integrated approach instructional design and recommendations for further research. The aim is to support the importance of teaching both MSA and spoken Arabic as the underpinning of communicative competence in Arabic.
Author: Nabila Hammami Publisher: University Press of America ISBN: 076186248X Category : Education Languages : en Pages : 123
Book Description
This book analyzes how Arabic teachers develop the cultural awareness of their high school students. Featuring face-to-face conversations with educators about integrating Arabic culture into the language classroom, this study highlights the complexities that characterize Arabic cultural awareness in a post-9/11 world. This book proves that increasing cultural awareness in the classroom facilitates the Arab language learning process.
Author: Kassem Wahba Publisher: Routledge ISBN: 1136781633 Category : Education Languages : en Pages : 512
Book Description
This landmark volume offers an introduction to the field of teaching Arabic as a foreign or second language. Recent growth in student numbers and the demand for new and more diverse Arabic language programs of instruction have created a need that has outpaced the ability of teacher preparation programs to provide sufficient numbers of well-qualified professional teachers at the level of skill required. Arabic language program administrators anticipate that the increases in enrollment will continue into the next decades. More resources and more varied materials are seriously needed in Arabic teacher education and training. The goal of this Handbook is to address that need. The most significant feature of this volume is its pioneer role in approaching the field of Arabic language teaching from many different perspectives. It offers readers the opportunity to consider the role, status, and content of Arabic language teaching in the world today. The Handbook is intended as a resource to be used in building Arabic language and teacher education programs and in guiding future academic research. Thirty-four chapters authored by leaders in the field are organized around nine themes: *Background of Arabic Language Teaching; *Contexts of Arabic Language Teaching; *Communicative Competence in Arabic; *The Learners; *Assessment; *Technology Applications; *Curriculum Development, Design, and Models; *Arabic Language Program Administration and Management; and *Planning for the Future of Arabic Language Learning and Teaching. The Handbook for Arabic Language Teaching Professionals in the 21st Century will benefit and be welcomed by Arabic language teacher educators and trainers, administrators, graduate students, and scholars around the world. It is intended to create dialogue among scholars and professionals in the field and in related fields--dialogue that will contribute to creating new models for curriculum and course design, materials and assessment tools, and ultimately, better instructional effectiveness for all Arabic learners everywhere, in both Arabic-speaking and non-Arabic speaking countries.
Author: Rashed Alqahtani Publisher: ISBN: Category : Elementary school teachers Languages : en Pages : 233
Book Description
"Teachers have a strong impact on their students' learning such that a student receiving instruction by an incompetent teacher, even for one school year, might endure long-term negative consequences. Several studies found how teacher knowledge and instructional practices are strong predictors of students' successful learning. In the center of teacher knowledge is teacher content knowledge, which for reading includes knowledge of basic language elements. The findings from most of the studies that addressed teacher language knowledge are mounting to indicate that teachers have poor language knowledge and suggest this is problematic due to the language knowledge necessary for learning to read. This study aimed to examine Arabic language knowledge among Saudi elementary special and general education teachers who teach reading to students with reading disabilities. This study utilized an explanatory sequential mixed methods design, with two phases. A quantitative phase examined the knowledge of Arabic Morphology and Phonology (KAMP) and the self-perception of language knowledge among 263 teachers, and a qualitative phase of interviews with a selected number of special education teachers. The findings from this study indicated that special and general education teachers have poor knowledge of Arabic phonology and morphology, with a tendency to overestimate their levels of language knowledge. Also, teachers with little teaching experience scored significantly higher than teachers with average and high teaching experience, indicating that teachers' amount of teaching does not improve their language knowledge. The interviews suggest an unfamiliarity with aspects of Arabic language knowledge may be due to limited or no attention to it in teacher preparation and in-service training programs, the main factor considered for the noticed poor language knowledge. The study concludes with the discussion of the findings, possible implications, study limitations, and suggestions for future research."--Abstract from author supplied metadata
Author: Kassem M. Wahba Publisher: Routledge ISBN: 1317384199 Category : Education Languages : en Pages : 578
Book Description
Drawing on the collective expertise of language scholars and educators in a variety of subdisciplines, the Handbook for Arabic Language Teaching Professionals in the 21st Century, Volume II, provides a comprehensive treatment of teaching and research in Arabic as a second and foreign language worldwide. Keeping a balance among theory, research and practice, the content is organized around 12 themes: Trends and Recent Issues in Teaching and Learning Arabic Social, Political and Educational Contexts of Arabic Language Teaching and Learning Identifying Core Issues in Practice Language Variation, Communicative Competence and Using Frames in Arabic Language Teaching and Learning Arabic Programs: Goals, Design and Curriculum Teaching and Learning Approaches: Content-Based Instruction and Curriculum Arabic Teaching and Learning: Classroom Language Materials and Language Corpora Assessment, Testing and Evaluation Methodology of Teaching Arabic: Skills and Components Teacher Education and Professional Development Technology-Mediated Teaching and Learning Future Directions The field faces new challenges since the publication of Volume I, including increasing and diverse demands, motives and needs for learning Arabic across various contexts of use; a need for accountability and academic research given the growing recognition of the complexity and diverse contexts of teaching Arabic; and an increasing shortage of and need for quality of instruction. Volume II addresses these challenges. It is designed to generate a dialogue—continued from Volume I—among professionals in the field leading to improved practice, and to facilitate interactions, not only among individuals but also among educational institutions within a single country and across different countries.
Author: Mohamed Moghazy Publisher: GRIN Verlag ISBN: 3346325911 Category : Language Arts & Disciplines Languages : en Pages : 29
Book Description
Seminar paper from the year 2020 in the subject Speech Science / Linguistics, grade: A, University of Illinois at Urbana-Champaign, language: English, abstract: The main issue to be examined is the influence of technology and innovation in ASL in Dubai. Faryadi (2007) examined interactive media's role in teaching the Arabic language and discovered that the integration of technology allows instructors to improve their lessons based on achieving effectiveness and creativity in knowledge transfer. Learners are easily persuaded to reason and think critically in the classrooms through interactive media. Arabic as a second language (ASL) is an upcoming social exploration area in Dubai and the larger UAE. However, there is insufficient literature on the subject. Teaching and learning ASL is the subject of increasing controversy. Amara (2017) states that Arabic is the official language in the UAE; however, the majority of the population speaks English because UAE was a British colony until 1971. Given that the UAE is one of the Arab countries, the Arabic language is one of the national curriculum's key subjects apart from Social Studies and Islamic Education. According to AlHagbani, and Khan (2016), over the last few years, there has been the increased significance of teaching the Arabic language for non-Arabic speakers in the UAE with the main objectives being: to develop an awareness of learners about relationships between the Arabic language and Arabic or Islamic culture, enhance awareness of the need for the Arabic language across the world and improve both oral and written communication skills to strengthen the process of obtaining informational literacy level. One divide argued that Arabic was a dying language in the Middle East in the face of the globalized English language, according to Sabbah (2016). Different studies indicate that the other controversial divisions argued that the Arabic language was a growing language in the UAE.
Author: Mesfer Alwadai (‡e author) Publisher: ISBN: Category : Critical thinking Languages : en Pages : 197
Book Description
The intent of this explanatory sequential mixed-method study is to examine Islamic teachers thoughts on improving critical thinking skills in elementary schools in the Southwestern province of Saudi Arabia. This study involves the collection of quantitative data and an explanation of the quantitative results with qualitative data. In the first phase, a survey is administered to Islamic teachers in Saudi elementary schools to assess their opinions on improving students' critical thinking skills and to investigate the factors that influence or hinder their implementation of critical thinking instruction. In the second phase, qualitative data is collected using semi-structured interviews with a number of Islamic teachers in order to explore more fully their perceptions toward improving students' critical thinking skills in Saudi elementary schools. The reason for collecting both quantitative and qualitative data is to obtain a better understanding of the gathered information than would be possible using only one of these methods. In regard to the barriers for improving the critical thinking ability in elementary education students, the study participants reported seven major obstacles, which are student ability, teaching methods, classroom structure, Saudi society and the school community, pre-service teachers preparation programs and in-service teacher professional developmental programs, and the Islamic studies curriculum. The highest ranked obstacle was student ability, with an overall mean of 4.31. Teaching methods, with a total mean of 4.29, was the second most cited barrier. The third was classroom structure, with a total mean of 3.72. The study participants ranked society and school community as the fourth obstacle, with a total mean of 3.70, and pre-service teachers preparation programs and in-service teacher professional developmental programs with a total mean of 2.69. The Islamic studies curriculum was ranked sixth in obstacles to improving critical thinking for elementary education students, with a total mean of 2.57. These findings suggests there is a need to examine female Islamic teachers' perceptions toward critical thinking in the Southwestern region of Saudi Arabia in order to identify the similarities and differences between the perceptions of male and female teachers. It is vital to investigate perceptions of teacher of other disciplines, such as language art, social science, English, and math, in an effort to provide policy makers in the Ministry of Education with a holistic picture of the Saudi educational system. Qualitative studies, interviews with students, and classroom observation can be carried out to investigate students' perceptions as to how critical thinking is taught in the classroom and whether teaching style is a primary obstacle to it being taught. There is an urgent need to examine in depth the influence society and the school community has on teaching students' thinking in general and critical thinking in particular. Finally, more research is needed on the pre-service education programs and in-service professional training programs in terms of building teaching programs on critical thinking skills.
Author: Mohammed Alsulami Publisher: ISBN: Category : Arabic language Languages : en Pages : 280
Book Description
The purpose of this mixed-method study was to examine the perceptions of Arabic language student teachers towards the effectiveness of university supervisors, cooperating teachers, and school principals during their practicum teaching in the Kingdom of Saudi Arabia. To collect the data, the researcher employed survey and focus group interviews. The sample of the study consisted of 90 student teachers from Umm Al-Qura University. The findings of the study revealed that on average the majority of the student teachers (male and female) agree that the university supervisors have no effective roles during the teaching practicum. In addition, the results showed that the majority of the participants (male and female) agree that the cooperating teachers have effective roles during the teaching practicum. The findings also showed that on average the majority of the participants (male and female) agree that the school principals have effective roles during the teaching practicum. The results of the quantitative part found different perceptions among the participants based on their gender regarding the effectiveness of the university supervisors. The difference was to the side of the male student teachers. However, the findings of the qualitative part revealed that there were no different perceptions among participants according to their gender toward the effectiveness of the university supervisors. In addition, the results of the study showed that on average there was no difference in perceptions between female and male student teachers toward the effectiveness of the cooperating teacher and the school principals during the teaching practicum. Based on the results of this study, recommendations for practices and future research were presented.
Author: Jung Min Seo Publisher: ISBN: Category : Languages : en Pages : 460
Book Description
This study examines Arabic teachers’ beliefs on their teaching of culture to learners of Arabic - specifically at the first and second year Arabic levels - at U.S. universities. The study aims at identifying patterns in teachers’ beliefs and practices on cultural instruction, and describing the goals of their teaching and the approaches they used to attain those goals. I collected data from 57 college-level teachers of Arabic using focus-group interviews, online survey questionnaire and follow-up interviews. Broadly speaking, study participants are well aware of the significance of cultural instruction in a language classroom, and they believe that teaching culture is as important as teaching the other four language skills and grammar. They also believe that culture should be an integral part of language teaching, and cultural competence should be developed using both Modern Standard Arabic and Colloquial Arabic, with the perception that culture cannot be taught appropriately without teaching dialects. With regard to the participants’ actual practices, only approximately half of them believe that the teaching of culture within their classes is adequate overall, while the other half of them are not satisfied with their overall performance related to cultural instruction. Another finding is that there are, by and large, no significant differences between native and non-native speakers of Arabic in their beliefs and practices on the teaching of culture. There are minor differences in that the native speaking teachers have slightly more positive attitudes towards the teaching of culture and are slightly more satisfied with their cultural instruction and teaching environment for teaching culture. A considerable number of participants indicated that their beliefs on the teaching of culture have changed in the course of their teaching careers, and these changes have been reflected in their practices in the classroom. They reported that the most prominent change in their beliefs is the incorporation of dialects and cultural components into their curricula and lesson plans. This study suggests that in order to effectively incorporate culture into the Arabic language curriculum, several developments still need to be made, such as setting up clear objectives of cultural instruction, developing assessment tools and criteria for cultural competence, and offering teacher education programs. In particular, one of the most important implications of this study is that teacher education programs will help teachers become more actively engaged in cultural instruction by enhancing their awareness of cultural and intercultural education and helping them develop their actual classroom practices.
Author: Salman Almoaiqel
Author: Salman Almoaiqel
Author: Abeer Al-Mohsen
Author: Nabila Hammami
Author: Kassem Wahba
Author: Rashed Alqahtani
Author: Kassem M. Wahba
Author: Mohamed Moghazy
Author: Mesfer Alwadai (‡e author)
Author: Mohammed Alsulami
Author: Jung Min Seo