Teaching of Arabic language proficiency (pronunciation) to non-native speakers : designing interventions using ICT

Abstract

Knowledge of Arabic, the language of the Qur'an, is essential for Muslims globally because it is used for prayer, Qur'anic recitations and in other religious practices. Saudi Arabia, as the custodian of two of Islam's three most sacred sites, believes it has a mission to protect the purity of classical Arabic and promote it amongst the world's Muslim population. The country's Ministry of Education operates many language institutes dedicated to delivering training to non-native speakers to improve the quality of classical Arabic pronunciation spoken across the world. This study endeavours to fill a research gap in the field of classical Arabic pronunciation through examining the current pedagogical approach at a typical Saudi Arabian language institute and contrast this with a technology-based constructivist approach. The study uses qualitative research methods employing an action research approach which includes focus group interviews with a number of students and teachers. The data was analysed using a thematic approach and the results are discussed in relation to Bernstein's concepts of classification in terms of power and the overall curriculum, and framing in terms of control and the pedagogical process. The introduction of a technology-based constructivist approach resulted in a shift from a teacher-centred pedagogic approach with strong classification and framing to an approach characterised by student-centred learning. The pedagogy amounted to a shift in power and control to the student, demonstrating weaker classification and framing. The implications of the pedagogical change also represented a change in relative power and control in teacher-student relations according to Foucault's power relations model. The study also found that the use of technology enhanced student learning and engagement with learning to learn. The pronunciation teachers and students interviewed preferred to use technology in the teaching and learning process. However the findings indicated that the use of technology in teaching practice was largely neglected due to a lack of leadership on the part of the institute's administration. Despite government policy supporting technology usage backed up with generous funding for education, few meaningful steps in the direction of technology-based learning have been made. Obstacles to pedagogical and technological reform include poorly maintained or non-existent infrastructure, limited availability to technology by either students or teachers and poor professional training for teacher's technological usage.

Date of Award	2016
Original language	English