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.
Table of Contents
1. Introduction
2. Issue/Topic/Theme
3. A Synthesis of Methodologies
4. Synthesis of Main Empirical Finding and Practical Implications
5. Gaps in the Literature
6. Conclusion
7. References
Research Objectives and Themes
The primary objective of this study is to critically synthesize and analyze existing literature regarding the role of innovation and technology infusion in teaching Arabic as a second language (ASL) within the context of Dubai and the broader United Arab Emirates.
- The influence of technology and interactive media on ASL instruction.
- Challenges facing the current ASL curriculum and pedagogical practices.
- Theoretical frameworks governing research in language education.
- The intersection of linguistic diversity, diglossia, and Arabic language maintenance.
- The impact of teacher professional development and innovative instructional strategies.
Excerpt from the Book
Issue/Topic/Theme
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.
Nevertheless, Almekhlafi and Almeqdadi (2010) conducted a study that sought to examine teachers' perceptions of technology integration into the classroom setting and found out that technology-based educational techniques enable teachers to emphasize using the application and metacognitive skills in different academic content areas. Ishtaiwa & Shana (2011) further stated that teaching the Arabic language can be enhanced through the use of an interactive whiteboard that offers teachers opportunities to implement different strategies to enhance the learners' understanding. An interactive whiteboard is beneficial in different ways, including using presentation tools, enabling a teacher to write notes over education video clips, viewing content as a group, providing indefinite storage space, and allowing creative and dynamic web-based integration and replicate older functions of presentation materials. Arrabtah and Nusour (2012) further reveal that technology and innovative techniques can be used in teaching Arabic language grammar, but critical considerations should be given to how the students comprehend the junk of information gathered from different e-learning tools.
Summary of Chapters
Introduction: This chapter provides the background of Arabic as a second language in the UAE, discussing the controversy regarding its status and the increasing need for effective teaching methods.
Issue/Topic/Theme: This section examines the specific influence of technology and interactive media on teaching effectiveness and student critical thinking in ASL classrooms.
A Synthesis of Methodologies: This chapter reviews the various research designs, including mixed-method approaches, qualitative case studies, and phenomenological methodologies used in the literature.
Synthesis of Main Empirical Finding and Practical Implications: This chapter summarizes the primary obstacles identified in current research and discusses the implications for policy stakeholders and curriculum development.
Gaps in the Literature: This chapter identifies areas that require further academic attention, specifically the need for practical techniques and the impact of mobile-assisted language learning.
Conclusion: This final section reiterates the necessity of integrating technology to foster language skills and addresses the challenges currently hindering effective ASL instruction.
References: This section lists all scholarly sources and archives consulted for the research review.
Keywords
Arabic as a second language, ASL, technology integration, innovation, Dubai, United Arab Emirates, language pedagogy, diglossia, educational technology, interactive media, curriculum challenges, language acquisition, teaching strategies, modern standard Arabic, multilingualism.
Frequently Asked Questions
What is the primary focus of this research paper?
The paper focuses on the role of technology and innovation in teaching Arabic as a second language (ASL) within the United Arab Emirates, specifically in Dubai.
What are the central thematic areas discussed in the work?
The central themes include the integration of technology, the challenges of the current curriculum, the impact of diglossia on learning, and the debate surrounding the perceived status of the Arabic language.
What is the core research question guiding this synthesis?
The research is guided by the question: "What is the role of innovation and technology infusion in teaching ASL?"
Which scientific methods are primarily utilized in the reviewed studies?
The literature shows a heavy reliance on qualitative methods, including case studies, ethnography, and phenomenology, with a smaller number of studies utilizing quantitative or mixed-method approaches.
What does the main body of the work cover?
The main body covers a critical synthesis of existing methodologies, a review of empirical findings concerning ASL challenges, and an analysis of theoretical frameworks used in sociolinguistic research.
Which keywords characterize the essence of this study?
Key terms include ASL pedagogy, technology integration, United Arab Emirates, language curriculum, and innovation in language teaching.
How does the author address the "Arabic language threat" debate?
The author highlights research that disputes the notion that Arabic is dying in the UAE, suggesting instead that it coexists with English, though learners often prioritize English for economic reasons.
Why is there a specific emphasis on the role of mobile devices and interactive whiteboards?
These are highlighted as critical practical tools that teachers can use to foster engagement, metacognitive skills, and better knowledge transfer compared to traditional methods.
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- Mohamed Moghazy (Autor:in), 2020, Teaching Arabic as a second language in Dubai. The influence of technology and innovation, München, GRIN Verlag, https://www.hausarbeiten.de/document/974737
