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Arabic Teaching at Australian Islamic Schools: A CALL Framework

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Islamic Schooling in the West

Abstract

Arabic plays a vital role in the lives of Muslims. However, the Arabic teaching profession is challenged by a diminishing supply of professionals, use of ineffective methodologies and the absence of school textbooks designed for learners of Arabic as a foreign language as well as the fact that many textbooks are not guided by the field of second language acquisition. In fact, it has been said that Arabic teaching has reached crisis level, with the distaste for Arabic lessons arguably unsolvable in the near future and evident among Australian students. However, while most solutions require huge amounts of funding and time, this chapter suggests that the strategic use of computer-assisted language learning can help in finding a way forward.

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Notes

  1. 1.

    In its simplest sense the term word family refers to a group of related words such as help, helper and helpful.

  2. 2.

    Nation, Paul, and Robert Waring. “Vocabulary Size, Text Coverage and Word Lists.” Chap. 1.1 In Vocabulary: Description, Acquisition and Pedagogy, edited by Norbert Schmitt and Michael M. McCarthy, 6–19. Cambridge, UK: Cambridge University Press, 1997.

  3. 3.

    Schmitt, Norbert, Xiangying Jiang, and William Grabe. “The Percentage of Words Known in a Text and Reading Comprehension.” The Modern Language Journal 95, no. 1 (2011): 26–43.

  4. 4.

    Ibid.

  5. 5.

    Ricks, Robert. “The Development of Frequency-Based Assessments of Vocabulary Breadth and Depth for L2 Arabic.” Doctor of Philosophy, Georgetown University, 2015.

  6. 6.

    Buckwalter, Tim, and Dilworth Parkinson. A Frequency Dictionary of Arabic: Core Vocabulary for Learners. Hoboken: Taylor & Francis Group, 2014.

  7. 7.

    Savignon, Sandra J. “Communicative Language Teaching: Linguistic Theory and Classroom Practice.” Chap. 1 In Interpreting Communicative Language Teaching: Contexts and Concerns in Teacher Education, edited by Sandra J. Savignon, 1–28. New Haven, CT, USA: Yale University Press, 2002.

  8. 8.

    Blake, Robert J. Brave New Digital Classroom: Technology and Foreign Language Learning. Washington, DC, USA: Georgetown University Press, 2013.

  9. 9.

    Damron, Julie, and Justin Forsyth. “Korean Language Studies: Motivation and Attrition.” Journal of the National Council of Less Commonly Taught Languages 12 Fall (2012): 161–88.

  10. 10.

    U.S. Department of State, “Language Assignments,” 2015, published online: https://www.state.gov/documents/organization/247092.pdf. Retrieved on: 10/01/2016.

  11. 11.

    Jones, Peter D. P. “Islamic Schools in Australia: Muslims in Australia or Australian Muslims?”, Doctor of Philosophy, University of New England, 2013.

  12. 12.

    Gass, Susan M., and Larry Selinker. Second Language Acquisition: An Introductory Course. 3 ed. New York, USA: Taylor and Francis, 2008.

  13. 13.

    Osman, Ghada. “The Historian on Language: Ibn Khaldun and the Communicative Learning Approach.” Middle East Studies Association Bulletin 37, no. 1 (2003): 50–57.

  14. 14.

    Ibid.

  15. 15.

    Osman, “The Historian on Language”, 53.

  16. 16.

    Ben-Ari, Shosh. “Language, Civilisation and Globalisation in the 14th Century: Historical Periodicity and the Evolution of Language at Ibn Khaldūn.” Acta Orientalia Academiae Scientiarum Hungaricae 62, no. 2 (2009): 219–30.

  17. 17.

    Osman, “The Historian on Language”, 52.

  18. 18.

    Patel, M. F., and Praveen M. Jain. English Language Teaching: (Methods, Tools & Techniques). Jaipur, India: Sunrise Publishers and Distributors, 2008.

  19. 19.

    Richards, Jack C., and Theodore S. Rodgers. Approaches and Methods in Language Teaching. 2nd ed. Cambridge, UK: Cambridge University Press, 2001.

  20. 20.

    Patel and Jain, “English Language Teaching”, 74.

  21. 21.

    Taber, Joan. “A Brief History of ESL Instruction: Theories, Methodologies, and Upheavals.” In TESL Certificate Program – SCCC. Published online http://seattlecentral.edu/faculty/jgeorg/TESLSCCC/ABriefHistory.htm: Seattle Central College, 2006. Retrieved on 15/12/2015.

  22. 22.

    Ibid.

  23. 23.

    Mall, MA, and MM Nieman. “Problems Experienced with the Teaching of Arabic to Learners in Muslim Private Schools in South Africa and Botswana.” Per Linguam 18, no. 2 (2002): 42–54; Campbell, Stuart, Bronwen Dyson, Sadika Karim, and Basima Rabie. Unlocking Australia’s Language Potential: Profiles of 9 Key Languages in Australia. Volume 1 - Arabic. 1 vols. Canberra, Australia: National Languages and Literacy Institute of Australia 1993; Ismail, A.R.B.H. “The Teaching of Arabic in the Faculty of Islamic Studies in the National University of Malaysia.” Doctor of Philosophy, University of Salford, 1993; Sirajudeen, Adam, and Abdul Wahid Adebisi. “Teaching Arabic as a Second Language in Nigeria.” Procedia – Social and Behavioral Sciences 66 (2012): 126–35.

  24. 24.

    Richards and Rodgers, “Approaches and Methods in Language Teaching”, 6.

  25. 25.

    Mall and Nieman. “Problems Experienced with the Teaching of Arabic”, 42.

  26. 26.

    Richards and Rodgers, “Approaches and Methods in Language Teaching”, 6–7.

  27. 27.

    Taber, “A Brief History of ESL Instruction”, Retrieved on 15/12/2015.

  28. 28.

    Ibid.

  29. 29.

    Richards and Rodgers, “Approaches and Methods in Language Teaching”, 6–7.

  30. 30.

    Mall, and Nieman. “Problems Experienced with the Teaching of Arabic”, 50.

  31. 31.

    Mall, and Nieman. “Problems Experienced with the Teaching of Arabic”, 53.

  32. 32.

    Mall, and Nieman. “Problems Experienced with the Teaching of Arabic”, 44.

  33. 33.

    Mall, and Nieman. “Problems Experienced with the Teaching of Arabic”, 45.

  34. 34.

    Al-Batal, Mahmoud. “Arabic and National Language Educational Policy.” The Modern Language Journal 91, no. 2 (2007): 268–71.

  35. 35.

    Sirajudeen and Adebisi, “Teaching Arabic as a Second Language in Nigeria”, 126.

  36. 36.

    Mall, and Nieman. “Problems Experienced with the Teaching of Arabic”, 47.

  37. 37.

    Mall, and Nieman. “Problems Experienced with the Teaching of Arabic”, 52; Morrison, Sally. “Arabic Language Teaching in the United States.” ERIC Clearinghouse on Languages and Linguistics (Language link online) (2003). Retrieved from: Campus Watch, https://www.meforum.org/campus-watch/articles/2007/arabic-language-teaching-in-the-united-states. Retrieved on: 22/01/2016.

  38. 38.

    Cruickshank, Ken. “Arabic‐English Bilingualism in Australia.” In Encyclopedia of Language and Education, edited by Jim Cummins and Nancy H. Hornberger, 281–94. USA: Springer, 2008; Areef, Mohamed Kheder. “The Current Linguistic and Curricular Approaches in Teaching Arabic as a Foreign Language: Problems and Suggested Solutions.” University of Southern California, 1986.

  39. 39.

    Jones, Sidney. “Arabic Instruction and Literacy in Javanese Muslim Schools.” International Journal of the Sociology of Language 1983, no. 42 (1983): 83–94.

  40. 40.

    Ibid.

  41. 41.

    Jones, “Islamic Schools in Australia”, 117–21.

  42. 42.

    Sirajudeen and Adebisi, “Teaching Arabic as a Second Language in Nigeria”, 129.

  43. 43.

    Mall and Nieman. “Problems Experienced with the Teaching of Arabic”, 43.

  44. 44.

    Campbell et al., “Unlocking Australia’s Language Potential”, v.

  45. 45.

    Al-Batal, Mahmoud, and R Kirk Belnap. “The Teaching and Learning of Arabic in the United States: Realities, Needs, and Future Directions.” Chap. 30 In Handbook for Arabic Language Teaching Professionals in the 21st Century, edited by Kassem M. Wahba, Zeinab A. Taha and Liz England, 389–99. Mahwah, New Jersey, USA: Routledge, 2006.

  46. 46.

    Selim, Nadia. “Ibn Sahnun’s Ninth Century Framework: A Guide for Arabic Language Curriculum Writing.” Islam and Civilisational Renewal, 8, no. 4 (2017): 488–506; Berbeco, Steven. “Effects of Non-Linear Curriculum Design on Arabic Proficiency.” Doctor of Education, Boston University, 2011.

  47. 47.

    Sirajudeen and Adebisi. “Teaching Arabic as a Second Language in Nigeria”, 129.

  48. 48.

    Mall and Nieman. “Problems Experienced with the Teaching of Arabic”, 52; Ismail, “The Teaching of Arabic in the Faculty of Islamic Studies in the National University of Malaysia.” 99–100.

  49. 49.

    Schmidt, Richard. “The Role of Consciousness in Second Language Learning.” Applied Linguistics 11, no. 2 (1990): 129–58.

  50. 50.

    Mackey, Alison, Rebekha Abbuhl, and Susan M Gass. “Interactionist Approach.” Chap. 1 In The Routledge Handbook of Second Language Acquisition, edited by Susan M Gass and Alison Mackey. Routledge Handbooks in Applied Linguistics, 7–23. London, UK: Routledge 2012.

  51. 51.

    Swain, Merrill. “Communicative Competence: Some Roles of Comprehensible Input and Comprehensible Output in Its Development.” Chap. 14 In Input in Second Language Acquisition, edited by S. Gass and C. Madden, 235-53. Rowley, MA, USA: Newbury House Publishers, Inc., 1985.

  52. 52.

    Takač, Višnja Pavičić. Vocabulary Learning Strategies and Foreign Language Acquisition. Clevedon, UK: Multilingual Matters, 2008.

  53. 53.

    Dörnyei, Zoltan. Motivational Strategies in the Language Classroom. UK: Cambridge University Press, 2001.

  54. 54.

    Savignon, Sandra J. “Communicative Language Teaching.” Theory into practice 26, no. 4 (1987): 235–42.

  55. 55.

    Clyne, Irene Donohue. “Educating Muslim Children in Australia.” Chap. 6 In Muslim Communities in Australia, edited by Abdullah Saeed and Shahram Akbarzadeh, 116–37. Sydney, Australia: UNSW Press, 2001; Jones, Peter D. “Islamic Schools in Australia.” The La Trobe Journal 89 (2012): 36–47.

  56. 56.

    I.S.A.A. “Islamic Schools Association of Australia Website.” http://www.isaahome.org.au/member-schools/. Retrieved on 26/03/2016; I.S.C.A. “Snapshot 2016.” Independent Schools Council of Australia, isca.edu.au/wp-content/uploads/2011/07/ISCA-Snapshot-2015.pdf. Retrieved on 10/08/2016.

  57. 57.

    Jones, “Islamic Schools in Australia”, 36–47.

  58. 58.

    Hall, Michael. “Arabic in Australian Islamic Schools [Paper Presented at the Australia Middle East Studies Association Conference (1994: Deakin University)].” Babel 31, no. 2 (July/September 1996): 28–31.

  59. 59.

    Ibid.

  60. 60.

    Campbell et al., “Unlocking Australia’s Language Potential”, 60–61.

  61. 61.

    Campbell et al., “Unlocking Australia’s Language Potential”, 32.

  62. 62.

    Campbell et al., “Unlocking Australia’s Language Potential”, v.

  63. 63.

    Beetham, Helen, and Rhona Sharpe. Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning. 2nd ed. New York: USA: Routledge, 2013.

  64. 64.

    Levy, Michael. Computer-Assisted Language Learning: Context and Conceptualization. Oxford: UK: Oxford University Press, 1997, 1.

  65. 65.

    Levy, Mike and Glenn Stockwell. CALL Dimensions: Options and Issues in Computer-Assisted Language Learning. ESL & Applied Linguistics Professional Series Edited by Eli Hinkel. Mahwah, New Jersey: USA: Lawrence Erlbaum Associates, 2006, 3.

  66. 66.

    Blake, “Brave New Digital Classroom”, 4.

  67. 67.

    Stockwell, Glenn. Computer-Assisted Language Learning: Diversity in Research and Practice. Cambridge: UK: Cambridge University Press, 2012.

  68. 68.

    Blake, “Brave New Digital Classroom”, 2.

  69. 69.

    Levy and Stockwell, “CALL Dimensions”, 6.

  70. 70.

    Levy and Stockwell, “CALL Dimensions”, 10.

  71. 71.

    Blake, “Brave New Digital Classroom”, 11.

  72. 72.

    Ibid.

  73. 73.

    Levy and Stockwell, “CALL Dimensions”, 10–40.

  74. 74.

    Ibid.

  75. 75.

    Ibid.

  76. 76.

    Levy and Stockwell, “CALL Dimensions”, 40–84.

  77. 77.

    Ibid.

  78. 78.

    Ibid.

  79. 79.

    Fernández Carballo-Calero, Ma Victoria. “The EFL Teacher and the Introduction of Multimedia in the Classroom.” Computer Assisted Language Learning 14, no. 1 (2001): 3–14.

  80. 80.

    Levy and Stockwell, “CALL Dimensions”, 22–26.

  81. 81.

    Ibid.

  82. 82.

    Ibid.

  83. 83.

    Stockwell, Glenn, “Computer-Assisted Language Learning: Diversity in Research and Practice”, 1.

  84. 84.

    Chan, Wai Meng, Ing Ru Chen, and Martin G Döpel. “Podcasting in Foreign Language Learning.” Chap. 2, Part 1: New Technologies, New Pedagogies In WorldCALL: International Perspectives on Computer-Assisted Language Learning, edited by Mike Levy, Françoise Blin, Claire Bradin Siskin and Osamu Takeuchi. Routledge Studies in Computer Assisted Language Learning 19–37. New York, USA: Taylor & Francis Group, 2011; Kılıçkaya, Ferit. “Improving Pronunciation Via Accent Reduction and Text-to-Speech Software.” Chap. 6, Part 2: In WorldCALL: International Perspectives on Computer-Assisted Language Learning, edited by Mike Levy, Françoise Blin, Claire Bradin Siskin and Osamu Takeuchi. Routledge Studies in Computer Assisted Language Learning 85-96. New York, USA: Taylor & Francis Group, 2011; Domalewska, Dorota. “Technology-Supported Classroom for Collaborative Learning: Blogging in the Foreign Language Classroom.” International Journal of Education and Development using Information and Communication Technology 10, no. 4 (2014): 21–30.

  85. 85.

    Barani, Ghasem. “The Relationship between Computer Assisted Language Learning (CALL) and Listening Skill of Iranian EFL Learners.” Procedia-Social and Behavioral Sciences 15 (2011): 4059–63; Marzban, Amir. “Improvement of Reading Comprehension through Computer-Assisted Language Learning in Iranian Intermediate EFL Students.” Procedia Computer Science 3 (2011): 3–10; Pirasteh, Parvin. “The Effectiveness of Computer-Assisted Language Learning (CALL) on Learning Grammar by Iranian EFL Learners.” Procedia, social and Behavioral sciences 98 (2014): 1422–27.

  86. 86.

    Nachoua, Hassina. “Computer-Assisted Language Learning for Improving Students’ Listening Skill.” Procedia, social and Behavioral sciences 69 (2012): 1150-59; Zaini, Amin, and Golnar Mazdayasna. “The Effect of Computer Assisted Language Learning on the Development of EFL Learners’ Writing Skills.” Procedia, social and Behavioral sciences 98 (2014): 1975–82.

  87. 87.

    Mahmood, Asim, Salman ul Waheed, Muhammad Asif Ikram Anjum, and Rashda Majeed. “Computer Assisted Language Learning: An Instrument of Change for Boosting Motivation Level among the Students of Graduation in Pakistan.” Language in India 13, no. 7 (2013): 159–70; Mutlu, Arzu, and Betil Eroz-Tuga. “The Role of Computer-Assisted Language Learning (CALL) in Promoting Learner Autonomy.” Eurasian Journal of Educational Research 51 (2013): 107–22.

  88. 88.

    Dashtestani, Reza. “EFL Teachers’ Knowledge of the Use and Development of Computer-Assisted Language Learning (CALL) Material.” Teaching English with Technology: A Journal for Teachers of English 14, no. 2 (2014): 3–26; Hani, Nedal A. Bani. “Benefits and Barriers of Computer Assisted Language Learning and Teaching in the Arab World: Jordan as a Model.” Theory and practice in language studies 4, no. 8 (2014): 1609–15.

  89. 89.

    Jevnaker, Birgit Helene, Brynjulf Tellefsen, and Marika Lüders. “Front-End Service Innovation: Learning from a Design-Assisted Experimentation.” European Journal of Innovation Management 18, no. 1 (2015): 19–43.

  90. 90.

    Ditters, Everhard. “Technologies for Arabic Language Teaching and Learning”. Chap. 17 In Handbook for Arabic Language Teaching Professionals in the 21st Century, edited by Kassem M. Wahba, Zeinab A. Taha and Liz England, 239–52. Mahwah, New Jersey: USA: Routledge, 2006.

  91. 91.

    Gharawi, Mohammed A, and Azman Bidin. “Computer Assisted Language Learning for Learning Arabic as a Second Language in Malaysia: Teacher Perceptions.” International Journal of Information and Education Technology 6, no. 8 (2016): 633–37.

  92. 92.

    Arrabtah, Adel, and Tayseer Nusour. “Using Technology for Teaching Arabic Language Grammar.” Journal of International Education Research 8, no. 4 (2012): 335–42.

  93. 93.

    Achour, Hadhémi, and Wahiba Ben Abdesslam. “An Evaluation of Arabic Language Learning Websites.” In International Conference on Education and E-Learning Innovations, 1–6. Sousse, Tunisia, IEEE Xplore Digital Library, 2012.

  94. 94.

    Samy, Waheed. “Instructional Media and Learning Arabic.” Chap. 19 In Handbook for Arabic Language Teaching Professionals in the 21st Century, edited by Kassem M. Wahba, Zeinab A. Taha and Liz England, 263–74. Mahwah, New Jersey: USA: Routledge, 2006.

  95. 95.

    Terbeh, Naim, and Mounir Zrigui. “Arabic Language Learning Assisted by Computer, Based on Automatic Speech Recognition.” arXiv.org: Operated by Cornell University Library 2012.

  96. 96.

    Al Musawi, Ali, Abdullah Al Hashmi, Ali Mahdi Kazem, Fatima Al Busaidi, and Salim Al Khaifi. “Perceptions of Arabic Language Teachers toward Their Use of Technology at the Omani Basic Education Schools.” Education and Information Technologies 21, no. 1 (2016): 5–18.

  97. 97.

    Hani, “Benefits and Barriers of Computer Assisted Language Learning and Teaching in the Arab World”, 1609–15.

  98. 98.

    Rahimi, Nik Mohd, Nor Azhan, Wan Normeza, and Harun Baharudin. “Students’ Feedback Towards Using Facebook in Learning Arabic Language.” Asian Social Science 11, no. 28 (2015): 170–74.

  99. 99.

    Blake, “Brave New Digital Classroom”, 9.

  100. 100.

    Fernández Carballo-Calero, “The EFL Teacher and the Introduction of Multimedia in the Classroom”, 3–14; Riasati, M, Negah Allahyar, and K Tan. “Technology in Language Education: Benefits and Barriers.” Journal of Education and Practice 3, no. 5 (2012): 25–30.

  101. 101.

    Levy and Stockwell, “CALL Dimensions”,10.

  102. 102.

    Ely, Donald P, and Tjeerd Plomp. “The Promises of Educational Technology: A Reassessment.” International Review of Education 32, no. 3 (1986): 231–49.

  103. 103.

    Campbell et al., “Unlocking Australia’s Language Potential”, 48.

  104. 104.

    Riasati, Allahyar, and Tan. “Technology in Language Education: Benefits and Barriers”, 25–30.

  105. 105.

    Levy, Mike. “A Rationale for Teacher Education and CALL: The Holistic View and Its Implications.” Computers and the Humanities 30, no. 4 (1996): 293–302; Riasati, Allahyar, and Tan. “Technology in Language Education: Benefits and Barriers”, 25–30; Fernández Carballo-Calero, “The EFL Teacher and the Introduction of Multimedia in the Classroom”, 3–14; Nim Park, Chan, and Jeong-Bae Son. “Implementing Computer-Assisted Language Learning in the EFL Classroom: Teachers’ Perceptions and Perspectives.” International Journal of Pedagogies and Learning 5, no. 2 (2009): 80–101.

  106. 106.

    Nim Park, and Son. “Implementing Computer-Assisted Language Learning in the EFL Classroom”, 80–101.

  107. 107.

    Almekhlafi, Abdurrahman Ghaleb, and Farouq Ahmad Almeqdadi. “Teachers’ Perceptions of Technology Integration in the United Arab Emirates School Classrooms.” Educational Technology & Society 13, no. 1 (2010): 165–75.

  108. 108.

    The Australian Curriculum, Assessment and Reporting Authority, designed a national Arabic syllabus for Foundation - Year 10 students. Which is a highly welcomed notion, however, the context statement notes that it is pitched at Arabic-background learners. Therefore, when designing content for AFL learners the ACARA syllabus may be used as a point of departure only but cannot be used in its entirety.

  109. 109.

    Levy, “A Rationale for Teacher Education and Call”, 293–302.

  110. 110.

    Mackey, Abbuhl, and Gass. “Interactionist Approach”, 7–23.

  111. 111.

    Haron, Sueraya Che. “The Teaching Methodology of Arabic Speaking Skills: Learners’ Perspectives.” International Education Studies 6, no. 2 (2013): 55–62.

  112. 112.

    Savignon, Sandra J. “Communicative Language Teaching: Linguistic Theory and Classroom Practice.” Chap. 1 In Interpreting Communicative Language Teaching: Contexts and Concerns in Teacher Education, edited by Sandra J. Savignon, 1–28. New Haven, CT, USA: Yale University Press, 2002.

  113. 113.

    Berns, Margie S. Contexts of Competence: Social and Cultural Considerations in Communicative Language Teaching. New York, USA: Plenum Press, 1990.

  114. 114.

    Lightbown, Patsy M, and Nina Spada. “Focus-on-Form and Corrective Feedback in Communicative Language Teaching.” Studies in Second Language Acquisition 12, no. 04 (1990): 429–48.

  115. 115.

    Dörnyei, “Motivational Strategies in the Language Classroom”, 53.

  116. 116.

    Dawood, Shaukat. “Teaching of the Arabic Language in South African Schools: Nature of Language and Methodology.” Master of Arts, University of South Africa, 2009.

  117. 117.

    Kumaravadivelu, B. Understanding Language Teaching: From Method to Postmethod. ESL & Applied Linguistics Professional Series Edited by Eli Hinkel Mahwah, New Jersey, USA: Lawrence Erlbaum Associates, Inc., Publishers 2006.

  118. 118.

    Cruickshank, “Arabic‐English Bilingualism in Australia”, 281–94.

  119. 119.

    Austrade, and DFAT. “Submission by Austrade and the Department of Foreign Affairs and Trade to the Joint Standing Committee on Foreign Affairs, Defence and Trade Inquiry into Australia’s Trade and Investment Relationships with Countries of the Middle East”, edited by Department of Foreign Affairs and Trade and Austrade, 1–56. Online Department of Foreign Affairs and Trade and Austrade 2014.

  120. 120.

    Campbell et al., “Unlocking Australia’s Language Potential”, 1.

  121. 121.

    I.S.C.A. “Snapshot 2016.” Retrieved on 10/08/2016.

  122. 122.

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  1. CITE-School of Education – University of South Australia, Magill-Adelaide, SA, Australia

    Nadia Selim

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    Mohamad Abdalla

  2. University of South Australia, Adelaide, SA, Australia

    Dylan Chown

  3. University of South Australia, Adelaide, SA, Australia

    Muhammad Abdullah

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Selim, N. (2018). Arabic Teaching at Australian Islamic Schools: A CALL Framework. In: Abdalla, M., Chown, D., Abdullah, M. (eds) Islamic Schooling in the West. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-73612-9_14

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