1 / 10

Pedagogical Reform in Arabic Language Teaching

Pedagogical Reform in Arabic Language Teaching. Shaykh Shazad Khan Dr Afzal Mohammed As Suffa Institute Birmingham. Introduction. As Suffa institute Inner city Birmingham Founded in 2004 Self funding organisation Fulltime and part-time studies

hanne
Download Presentation

Pedagogical Reform in Arabic Language Teaching

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Pedagogical Reform in Arabic Language Teaching Shaykh Shazad Khan Dr Afzal Mohammed As Suffa Institute Birmingham

  2. Introduction As Suffa institute • Inner city Birmingham • Founded in 2004 • Self funding organisation • Fulltime and part-time studies • Traditional syllabus – based on Dars Nizami

  3. The Dars Nizami Syllabus • Origins in the Indian Subcontinent • Systematic study • Arabic at its heart – early formative years • Still forms the corner stone of teaching in the Indian Subcontinent • Evolving syllabus?

  4. The British Phase of the Nizami Evolution • Migration in the late 1950 from the Sub- Continent • Changing socio- cultural dynamics • Study and purpose of Arabic Language teaching- and its change • Based on observational process and interaction with both the Dars Nizami programme in the Uk and the Subcontinent

  5. Tool Sciences Vs Higher Sciences • Tool sciences- evolution and change • Problem based approach vs Didatic • Higher Sciences – remain fixed- core texts • Tools sciences where changes can occur dependant on needs of society

  6. The Teaching of Arabic • No urdu medium of teaching • Much more focus on using Arabic medium as form of communication between teacher and student • Development of listening, writing and speaking skills

  7. Aim of Arabic Teaching • Proficiency in the core skills of Arabic • Technical understanding of the core texts in each discipline of the Dars Nizami • Develop further scholastic skills

  8. Higher studies • Development of Analytical skill • Writing Essays in Arabic and English • Oral presentation of research • Equip individual with tools to tackle areas of investigation

  9. Changes • Variability and flexibility in the tool sciences • Undergo curricular and pedagogical changes • Whereas the higher sciences- remain fixed • Core texts remain

  10. Conclusion • Changes in the teaching of the Arabic Language • 2 fold reason for this • Constant refinement and evaluation of the tool sciences • Maintain core higher sciences • Key principle Problem based/solving learning

More Related