Relevant bibliographies by topics / Arabic language study and teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Arabic language study and teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Arabic language study and teaching.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Arabic language study and teaching"

1

Rohayati, Enok. "ANALISIS KONTRASTIF DALAM PEMBELAJARAN BAHASA ARAB." Taqdir 4, no. 2 (February 28, 2019): 105–17. http://dx.doi.org/10.19109/taqdir.v4i2.3126.

Full text
Abstract:
The succesfull teaching not only depend on the teaching materials, but also on the teaching methods. Therefore, the Arabic teachers require teaching skills. Moreover, the Indonesian student assumes the existence of the difficulties anywhere in the Arabic learning. There is evidence that the Arabic teaching-learning process as a foreign language meets a serious problems. The most problems caused by defferencies between bahasa Indonesia as a native language and the Arabic as a target language. Robert Lado states that the differences between native and target language cause difficulties. In contrast, a similarities between two languages will be a fasilitsion in the Arabic learning. This contrastive study tries to analyse the differences between Arabic and bahasa Indonesia. The main concussion of this study shows that differences between two language require the Arabic teacher who knows the contrastive analysis, so that he can eliminate the Arabic learning Problems.
APA, Harvard, Vancouver, ISO, and other styles
2

Mei, Fatimah Suo Yan, Saipolbarin Bin Ramli, and Nahla A. K. Alhirtani. "Application of Gagne’s Nine Approaches to Teach Arabic Language for Non-Native Speakers: Experimental study at Sultan Idris Education University Malaysia (UPSI)." European Journal of Language and Literature 3, no. 1 (December 30, 2015): 32. http://dx.doi.org/10.26417/ejls.v3i1.p32-37.

Full text
Abstract:
The Arabic language is not an easy language to learn for non-native speakers if the teachers are not proficient in the teaching methods and strategies. Here, it is essential that teachers can benefit from Gagne’s nine approaches in the teaching for any subjects, especial, in teaching languages. Therefore, the learning outcome will be more effective if the teachers apply Gagne’s nine events in the Arabic language classroom. This study focuses on the experiences of the application of Robert Gagne’s nine approaches in teaching Arabic to non-native speakers at the Sultan Idris University of Education Malaysia. The study aims to find the effective results of their experiences in the application of the nine approaches for Gagne in teaching Arabic language to non-native speakers at the university. This paper is based on a descriptive analysis method to indicate the nine-approach theory and its importance in education and teaching, as well as the experience of the researcher in their teaching Arabic language. Among the most important results in the application of the nine events in teaching Arabic were to make teaching activities’ more effective and attractive, to help teachers how to facilitate the process of teaching Arabic in the classroom and to centralize the students focus during the lessons. The study concludes with some recommendations and suggestions.
APA, Harvard, Vancouver, ISO, and other styles
3

Azizah, Alfiyatul. "The Differences Between Arabic Language Teaching for Single Rooted Foreign Speakers and Multiple Rooted Foreign Speakers." Ittishal Educational Research Journal 1, no. 1 (July 1, 2020): 26–39. http://dx.doi.org/10.51425/ierj.v1i1.9.

Full text
Abstract:
The Arabic language teaching has been developed rapidly through this modern era as a result of the world wide acceptance to study this language. Language enthusiasts as well as the scholars have noticed some development of Arabic language on several ways as well as its advancement according to the linguistic and geographic condition of learners. This study aims to understand some differences of Arabic language teaching for students who speak in single rooted language and students who speak in multiple rooted language. The single rooted language one took a sample from Assalam Islamic Boarding School where all of the student came from single rooted language, Malay language. While another one took a sample from An-Nile Center of Arabic Language Study for Foreigner, Cairo where the students came from several roots of languages, such as Malay, European, Russian, Turkish, African, and so on. In addition, this study aims to understand some difficulties and challenges the students and teachers face, and compare the percentage results of 4 language development skills between the two groups. The result of this study, based on those two institutions’ Arabic teaching methods, it is concluded that the comparison result of 4 language skills shows that the Arabic teaching method for Multiple Rooted Foreign Speakers (Taken from An-Nile Arabic Language Center) is better than Arabic teaching for the single rooted language speakers, especially on the speaking skill. In another side, we found that one of reasons why Arabic teaching method for foreigners from single rooted language speakers is weaker— is due to the tendency of language teachers to perform translation for Arabic words into their own particular language and the less of creative media invention uses which allow them to explain Arabic words with Arabic language.
APA, Harvard, Vancouver, ISO, and other styles
4

Baharudin, Ismail. "EFEKTIVITAS METODE PENGAJARAN BAHASA ARAB." Thariqah Ilmiah: Jurnal ilmu-ilmu kependidikan dan Bahasa Arab 6, no. 2 (September 29, 2020): 103–19. http://dx.doi.org/10.24952/thariqahilmiah.v6i2.2809.

Full text
Abstract:
Arabic is the language of the holy book Quran for mankind. Altough the Arabic language in Indonesia is a foreign language, but for muslim should not make foreign language in his tounge. Arabic for a Muslim is the fundamental key to unclock the deepening of knowledge of the religion of Islam. With a key that he can learn the basic teachings of religion and also be able to know the basic teaching of his religion, history, science, and culture of Islam that had reached the lighthouse internasional civilization before crushed by modern civilization today.Language teaching purposes, according to its name to grow and develop language skills. Skilled language means listening, skilled reading, and skilled writing in Arabic is good and right. Arabic language teaching methods have four forms taught to students. Teaching is in Arabic in this study is teaching Istima’ (listening), teacing Kalam (speaking), teaching Qiro’ah (reading), and teaching Kitabah (writing).
APA, Harvard, Vancouver, ISO, and other styles
5

Harisca, Rodhy. "Ahammiyah Maddah Fiqhu al-Lughah al-'Arabiyah fi Ta'lim al-Lughah al-'Arabiyah." International Journal of Arabic Language Teaching 1, no. 01 (August 31, 2019): 75. http://dx.doi.org/10.32332/ijalt.v1i01.1592.

Full text
Abstract:
The objectives of this article is to classify the importance of Arabic philology subject in teaching Arabic language and to explain the basic theory of Arabic philology (its concept, topics, and issues). The article adopted the descriptive method as the researcher analyzed the importance of Arabic philology in teaching Arabic language. The article findings indicated that Arabic philology subject has an important value and useful in the field of teaching Arabic language, as discussing about Arabic language matters. Based on the research findings, the researcher recommended conducting a research study about the rest contents of this subject for achieving the educational goals. In order to face global interaction using Arabic language which known as one of the international languages and then later to understand the message of Islam which originated in Arabic.
APA, Harvard, Vancouver, ISO, and other styles
6

Al-Harbi and, Amal Nasser, and Wafa Al-Owaidi. "Arabic Language Teachers’ Training Needs for Implementing Cognitive Trips Strategy when Teaching Arabic Language Courses in the Kingdom of Saudi Arabia." Journal of the College of Education for Women 32, no. 3 (September 24, 2021): 12–24. http://dx.doi.org/10.36231/coedw.v32i3.1512.

Full text
Abstract:
The present work focuses on examining the strategy of cognitive trips and the Arabic language teachers’ training needs of such a strategy when teaching Arabic language courses in the Saudi Arabia Kingdom. To achieve the objective of the study, and check whether this strategy is used in lesson planning, lesson teaching, or lesson assessment, a descriptive approach and a questionnaire have been adopted. The researchers used a number of statistical tools, and chose a purposive sample, which consists of (58) Arabic language teachers from Saudi Arabia Kingdom. Results have shown that the training needs of Arabic language teachers for implemining the strategy of cognitive journeys while teaching Arabic language courses came in the following order: the area of lesson planning with 63.8%, lesson implementation with 60.3%, and then evaluating the lesson with 56.9%. Besides, the strategy of cognitive trips that has been applied on learners needs to be used virtually, and to maintain its origins. Finally, the researchers have recommended identifying the strategy of knowledge trips and employing it in the educational process. The researchers have further suggested to provide laboratories equipped with smart devices and the Internet, and to encourage teachers to have intensive training to master the strategy of knowledge trips, and adopt it as an effective method of teaching. They have further suggested to arrange training courses all over the kingdom to improve teacher’ educational results.
APA, Harvard, Vancouver, ISO, and other styles
7

Irfan, Nuriana. "LITERATURE STUDY OF COMMUNICATIVE APPROACHES IN ARABIC LEARNING." Al-Lughah: Jurnal Bahasa 11, no. 1 (June 29, 2022): 16. http://dx.doi.org/10.29300/lughah.v11i1.6448.

Full text
Abstract:
Teaching and learning activities very important thing to consider in supporting the quality of students, both in terms of hard skills and soft skills. The communicative approach is the teaching of language that emphasizes or prioritizes the mastery of aspects of communication or the function of language rather than mastery of words or language structures. This research is intended to examine the ideal Arabic learning with a communicative approach. The method used in this study is in the form of literacy studies or literature. The results obtained from this study are so that Arabic learning in Indonesia has increased with the communicative approach that researchers describe. The Arabic language is a skill that requires adaptation to the environment. The linguistic theory is not sufficiently relied on increasing students' Arabic competence, with a communicative approach, lesson objectives, syllabus, teaching and learning activities, and the role of students, teachers, and teaching materials and the application of the Arabic language environment. With that, there will be a transition of language from structural to functional.
APA, Harvard, Vancouver, ISO, and other styles
8

Azhar N. Al- Sulami, Wafaa H. Al- Owaydhi, Azhar N. Al Sulami, Wafaa H. Al Owaydhi. "Strategies for Teaching the Arabic Language in light of its characteristics and social functions: استراتيجيات تدريس اللغة العربية في ضوء خصائصها ووظائفها الاجتماعية." مجلة العلوم التربوية و النفسية 6, no. 4 (January 29, 2022): 134–50. http://dx.doi.org/10.26389/ajsrp.r160221.

Full text
Abstract:
The study entitled Strategies for Teaching the Arabic Language in light of its characteristics and social functions, as this study consisted of an introduction in which it was presented about the importance of the Arabic language, and what are the duties imposed on the Arabic language teacher, and his knowledge of modern strategies for learning, and then presented in the introduction the problem of the study towards reasons Choosing the topic and its importance, and some previous studies that I used in my study, then the objectives through which the study was carried out, which are: - Determine the nature of the Arabic language. - Determine the Arabic language functions. - Explain the characteristics of the Arabic language. - Describe the strategies of the Arabic language in light of its social characteristics and functions. Then I talked in the topic about the definition of the Arabic language, speaking about the characteristics of the Arabic language, and I linked these characteristics to the strategies that can be applied and employ these characteristics through them. Then I presented the functions of the Arabic language explaining the role and position of the Arabic language for the individual and for society, then I explained the best methods To teach the Arabic language represented by the flexible integrative method, then I talked about the teaching method represented in concept maps, the hot chair, the story, inductive teaching, the modified text method, and then at the end I presented the results of the study, which are: - The status of the Arabic language, and that it is a language that has characteristics that other living languages ​​have not represented in foreign languages. - The need to find alternative solutions to the linguistic invasion that arose through cultural exchange, which led to dependence on the Arabic language more than any other language, then a set of proposals and recommendations, then a list of sources and references that I relied on in my study, and then an index of the topics mentioned in the study.
APA, Harvard, Vancouver, ISO, and other styles
9

Mei, Li Qing, Suo Yan Mei, and Nazri Bin Atoh. "The Practical Teaching Methods of Arabic Language at female’s Mosque in Henan Province - China." European Journal of Social Science Education and Research 8, no. 3 (October 9, 2021): 63. http://dx.doi.org/10.26417/708mcp20a.

Full text
Abstract:
Teaching methods for languages especial for Arabic language for non-native speakers always discussed by researchers, and the teaching methods for Arabic language at the female’s mosque of Henan Province, china still based on the traditional method without any update, but no one of researchers focused on this issue. however, this research aims to investigate the teaching method of Arabic language teaching in the female’s mosque of Henan of china to fill up the gap of research filed of teaching Arabic for non-native speakers. The study used the descriptive method to explore new information on Arabic teaching in China. and it was based on the field curriculum to highlight the teaching methods applied by female teachers when teaching Arabic at female mosques, analytical methods to analysis the Data collection which designed by questionnaires which distributed to 10 female teachers the five mosques for female’s Mosque in Henan Province China. The method of data analysis is percentage and frequency method using SPSS system. The research found that: teachers don’t have any clear ideal about teaching method for teaching Arabic language, and majorly of them only use translation and Grammar Method to teach Arabic. there are many aspects need to be improved. Hence, the researcher presented some recommendations and suggestions to improve the curriculum and methods of teaching Arabic language in mosques for female in Henan Province, China.
APA, Harvard, Vancouver, ISO, and other styles
10

Ramadana. "Language Teaching Quality Improvement Strategies Arabic for Non Arabic Students." Journal of Educational Analytics 1, no. 3 (November 30, 2022): 225–34. http://dx.doi.org/10.55927/jeda.v1i3.1406.

Full text
Abstract:
Arabic is one of the foreign languages taught in schools in Indonesia, especially schools based on Islam. Arabic has its own complexity in learning, especially for those who come from schools that do not teach Arabic. So this is where a teacher is required to carry out a strategy so that the Arabic language taught does not become a scourge for students. This study aims to offer Arabic learning strategies for teachers so that they can be implemented in Arabic learning. In this study, the author uses a literature review. Data were collected from various sources related to learning strategies. Then the data were analyzed using content analysis. The results of this study found various strategies that can be used by a teacher in learning Arabic, namely, humanism-based teaching, media-based teaching, and gender-based teaching.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Arabic language study and teaching"

1

Nasban, Mohammed Suleiman. "A critical study and evaluation of the teaching of Arabic as a foreign language in Saudi Arabia : with reference to textbook analysis." Thesis, University of St Andrews, 1991. http://hdl.handle.net/10023/15379.

Full text
Abstract:
Teaching Arabic as foreign language is a fairly new field of study, particularly in Western Universities. The aim of this thesis is to discuss one aspect of this field by concentrating on text-book analysis and evaluation. In carrying out this task we have formulated a set of questions to serve as parameters in the collection and analysis of data relevant to this task (appendix II). The subject of this practical study is vol. 1, entitled "Arabic for Beginners" of a series of books used for teaching Arabic to foreign adults at the Arabic Language Institute. Our study utilises a number of notions and considerations which are applicable to text-book analysis and evaluation generally. In Appendix I we deal with some of these points in an attempt to specify the theoretical dimension presupposed by our practical analysis. The thesis contains two main parts:- the theoretical part which deals with different aspects belonging to the teaching of Arabic as a foreign language, including the characteristics of the Arabic language and the teaching of sounds, vocabulary, constructions, and culture. The practical part, on the other hand, is concerned with the practical application and the outcome of the analysis of the text-book in terms of a set of criteria which may have applicability outside the immediate realm of Arabic foreign language teaching. The thesis contains four chapters. Chapter one deals with the characteristics of the Arabic language and its importance as a foreign language; it also concentrates on the objectives of Arabic language teaching as well as on the problem of syllabus design in relation to this language. Chapter two gives a general outline of the institutes and the materials of teaching Arabic as a foreign language in Saudi Arabia. Chapter three deals with the importance of sounds, vocabulary, constructions and culture, paying attention to their place in the text-book of teaching Arabic as a foreign Language. Chapter four sets out the results of applying the criteria of text-book evaluation to the book under investigation, pointing out its positive and negative features in the areas of sounds, vocabulary, constructions and culture.
APA, Harvard, Vancouver, ISO, and other styles
2

Jadwat, Ayoob Y. "Teaching of Arabic as a foreign language (TAFL) : a study of the communicative approach in relation to Arabic." Thesis, University of St Andrews, 1988. http://hdl.handle.net/10023/2949.

Full text
Abstract:
The study is concerned with the problem of how to improve the teaching of Arabic as a foreign or a second language. It lays down some of the essential foundation-work necessary for bringing about systematic and constructive improvements in the teaching of Arabic as a foreign language (TAFL) by investigating the contributions of modern linguistic sciences (such as applied linguistics, educational linguistics, psycholinguistics and sociolinguistics) to the development of foreign language (FL) teaching and learning. A survey of the literature indicates that a 'revolution' is currently taking place in FL teaching and that a new approach, known as the Communicative Approach (CA), has begun to emerge and influence the teaching of FLs in general, over the last decade or so. Since the CA is currently being adopted to the teaching of most major FLs and since this revolution has not yet had much impact on TAPL, the study explores the possibility of the application of the CA to the teaching of Arabic as a living language. The thesis is divided into 7 chapters. Chapter 1 introduces the importance of viewing the nature of language and FL teaching from a multidimensional point of view. Chapter 2 outlines the general nature and importance of the subject matter (i.e. the Arabic language) in a wide context. In order to understand what has directly or indirectly influenced the teaching practices of TAFL, Chapter 3 provides an overview of the development of views of FL teaching approaches and methods in recent times, from formalism (teacher-centred learning) to functionalism (student -centred learning). Chapter 4 concentrates on providing an interpretation of the current 'state of the art' of TPPL in Britain. A theoretical outline of the CA is presented in Chapter 5. This chapter provides a working hypothesis of a proposed integrative model for communicative competence that can be used as a practical reference tool in the relevant areas of communicative language development In TAPL. Chapter 6 focuses on one of these areas; communicative syllabus design, in which the stages in Arabic language programme development and types of communicative syllabuses are discussed. The last chapter concludes with a suggetion of specific further research needs in TAFL: communicative teaching methodology, communicative materials development, communicative testing techniques and communicative tea cher training.
APA, Harvard, Vancouver, ISO, and other styles
3

Madkhali, Husam M. "A language curriculum model : a case study in Saudi Arabia." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317744.

Full text
Abstract:
This study is threefold: 1) To investigate the needs of English for Academic Purposes at the Institute of Public Administration (IPA) in Riyadh, Saudi Arabia (SA), and the needs of English for Job Purposes in the Saudi private sector; 2) To establish goals based on the needs found; and 3) To propose an alternate design for the current English Language Center at the IPA in SA. The researcher used multi-modal approach to data collection that included questionnaires, focus groups, and interviews with different populations: managers, employees, human resource managers, students, and teachers. In business settings, the results showed that English is often used in the private sector for the following reasons: existence of non-native speakers of Arabic expatriates in the private sector in SA, nature of the company, dealing with international companies, agents of some international companies, and the company itself is not Saudi. In academic settings, students faced difficulties mainly in three skill area: reading, writing, and speaking. Based on the needs found, the researcher suggested teaching two business courses: Business Correspondence and Business Communication. In addition, the researcher proposed an alternate design for the current program at the English Language Center which should focus on General English, rather than English for Specific Purposes.
Department of English
APA, Harvard, Vancouver, ISO, and other styles
4

Al-Qarni, Ibrahim R. "Rote repetition in Saudi Arabian foreign language vocabulary acquisition." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263922.

Full text
Abstract:
This study was designed to examine the impact of rote repetition strategies (RRSs) on the retention of newly learned vocabulary items on both immediate recall test (IRT) and delayed recall test (DRT) in the Saudi Arabian English as a Foreign Language (EFL) context. The RRSs included in this study were the following:1. Silent repetition (SR): repeating the foreign word with its first language (Ll) translation silently2. Verbal repetition (VR): repeating the foreign word with its first language (L1) translation out loud3. Silent-written repetition (SWR): repeating the foreign word with its first language (Ll) translation silently while writing it down4. Verbal-written repetition (VWR): repeating the foreign word with its first language (L1) translation out loud while writing it downThe following hypotheses were investigated in this study:1. For Saudi EFL college learners rote repetition (RR) is an effective learning strategy in vocabulary learning for both short and long term retention.2. In terms of their impact on short-and-long-term retention, the four RR strategies investigated in this study are predicted to be ranked as follows: VWR > SWR > VR > SR.Four treatment groups with a total of one hundred and thirty three freshmen Saudi students majoring in English language and translation participated in this study. Each group was introduced to one of the above repetition strategies, trained to use the strategy, and instructed to carry out a vocabulary learning task using the specified strategy. The learning task was a memorization task of new English words with their Arabic equivalent translations. An iaanediate recall test (IRT) was administered right after the learning task was carried out followed by a one-week delayed recall test (DRT).The results obtained from participants' scores on both recall tests indicate that rote repetition strategies are effective strategies for Saudi EFL college students and help them in increasing their retention scores. The results also indicate that the SWR and VWR are more effective memorization strategies than VR and SR. The former strategies yielded better retention not only on the IRT but also on the DRT.College of Architecture
Department of English
APA, Harvard, Vancouver, ISO, and other styles
5

Madkhali, Shaikah A. "Effects of training ESL Saudi female students on some reading strategies." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317745.

Full text
Abstract:
This study took place in the Institute of Public Administration (IPA) in Riyadh. It investigates the effectiveness of teaching four reading strategies on ESL Saudi female students' reading comprehension and on their reported use of these strategies. The strategies taught are two "global" strategies: finding main ideas and prediction. Global strategies are those related to general approach and comprehension of the reading passage. The other two strategies are problem solving strategies: word analysis and guessing meanings of words. Problem solving strategies are concerned with working directly and analyzing the reading text.The study has three goals. First, the study aims to investigate the impact of teaching global and problem solving strategies on preparatory level students' reading comprehension. Second, it compares the impact of teaching global strategies on reading comprehension and that of teaching problem solving strategies on readingcomprehension. Third, it measures how preparatory level students' perception of use of strategies develops after teaching these strategies to the students.There were three groups of preparatory students (beginning) representing two treatment groups and one control group. Each treatment group received training in different strategies. The number of students in the global strategy group was twenty-four, and in the problem solving strategy group it was twenty-two students. Students in the control group numbered twenty-one. Measurements consisted of reading comprehension tests and a questionnaire about reading strategies conducted over pre- and post-training stages.The results obtained from the two measurements lead to three findings. First, the two training groups (global and problem solving) experienced only non-significant improvement in their post- reading comprehension when compared to the control group. This means that reading strategy training did not significantly improve their reading comprehension. Second, there was no significant difference between the two treatment groups in their gain in reading comprehension. This implies that the present study did not show any favor of training students on global strategies over training them on problem solving strategies. Third, there were various results regarding students perception of using the strategies they were taught. Students mostly showed decrease in their perception of using strategies either significantly or non-significantly except for two strategies which were using context clues and prediction. Students showed more significant awareness of using contextual clues after the treatment. They also revealed an almost significant gain in their perception of using prediction.
Department of English
APA, Harvard, Vancouver, ISO, and other styles
6

Mendel, Yonatan Yoni. "Arabic studies in Israeli-Jewish society : in the shadow of political conflict." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609996.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Mohamed, Amal Mahdi Ahmed. "Sudanese English language teachers' perceptions of using Arabic in teaching English : a case study of using Arabic in EFL tertiary classrooms." Thesis, University of Exeter, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574402.

Full text
Abstract:
The purpose of this case study is to explore the Sudanese English language teachers' perceptions of the use of L1 (Arabic) in university EFL classrooms of the use of L 1 in university EFL classrooms. It intends to describe and analyse what actually happens in university English language classrooms regarding L1 use to find out the extent to which Sudanese teachers used Arabic is used and what portion of the class time is conducted in Arabic. A further aim was to investigate why the English language Sudanese teachers Arabic in their EFL classes. The method of enquiry made use of face to face interviews, classroom observations as well as field notes. Data was collected from interviewing four Sudanese Arabic native speakers who teach English at one of the tertiary institutions in Sudan. Three lessons for each teacher were observed and audio-recorded. Each teacher was interviewed twice. Findings revealed that all four participant teachers think positively about using L 1 in the TL classroom especially when learners' level in the target language is very low as it is the case with the current Sudanese students. They also believe that L1 plays a very important role if it is judiciously used. All teachers used Arabic in their English language classrooms, but not to the extent they thought they do. The most surprising finding is that, apart from one exceptional lesson, none of them used Arabic utterances more than 2.31% of the class time. The results also showed that these teachers used Arabic language for a variety of purposes and reasons. These purposes were both pedagogical and non-pedagogical.
APA, Harvard, Vancouver, ISO, and other styles
8

Alqurashi, Fahad. "Computer supported collaborative learning in composition classrooms in Saudi Arabia." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317739.

Full text
Abstract:
This study investigated the reactions of Saudi college students to collaborative learning techniques introduced in two modalities: face-to-face and web-based. Quantitative data were collected with a questionnaire that examined the changes of three constructs: attitudes toward collaboration, social self-efficacy, and perceived peer academic support of composition students at Umm Alqura University, Saudi Arabia. Students in the experimental group collaborated electronically using Blackboard, a web-based environment while students in the control group collaborated face-to-face. Students' responses to the questionnaire did not show any significant differences between the experimental group and control group with respect to the three variables.Three factors might have led to such results. First, one of the scales used in the questionnaire had low reliability that could have affected its procedure implementation. Second, collaborative learning is a new technique to Saudi students that could have contradicted the learning styles they studied according to since elementary school. Third, there were technical obstacles experienced during the experiment (i.e. no enough computer labs and no full access to the Internet) that could have been a discouraging factor for the subjects.Qualitative data collected through a post-study survey reflected the participants' positive attitudes towards peer response techniques applied throughout the experiment, giving and receiving comments, and working with computers. Such positive attitudes reflect the need to update composition teaching methods, introduce process-oriented pedagogies, foster group work strategies, and develop more computer resources and networking facilities.
Department of English
APA, Harvard, Vancouver, ISO, and other styles
9

Alkahtani, Adel Abdullah. "Evaluating Saudi Teachers’ Knowledge and Skills in Teaching Primary School Students to Read in Arabic." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/365247.

Full text
Abstract:
Expectations placed on the expertise of teachers and how this expertise should be utilised in the classroom is highly variable in different countries. This study explored these expectations on teachers of Arabic reading in upper grades of primary schools in Saudi Arabia, in three keys stages of reading instruction: the planning stage, the presentation stage, and the evaluation stage. The study was conducted in the province of Asir in Saudi Arabia, as Arabic reading instruction has been identified as problematic in some Saudi provinces. The purpose of this study is to reveal the knowledge and skill of the teachers of Arabic reading in grades five and six of primary school. This study developed five instruments (three questionnaires, content analysis checklist, and classroom observation checklist). The study attempted to answer the main question: What are the Saudi teachers’ knowledge and skills in teaching upper grades of primary school students to read in Arabic in terms of (planning, presentation and evaluation).
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
Full Text
APA, Harvard, Vancouver, ISO, and other styles
10

Rivard, Jane Nathalie. "An investigation into diglossia, literacy, and tertiary-level EFL classes in the Arabian Gulf States /." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99388.

Full text
Abstract:
This study investigates whether the remedial tertiary-level EFL classes in the Arabian Gulf States optimize the process of acquiring English for the majority of the students, namely the graduates of government high schools. I have endeavoured to uncover, by reference to my three years as an EFL teacher in the Gulf and the pertinent literature, why so much time and effort invested by myself and my students resulted in such a disproportionate lack of progress in reading and writing. I show how three major factors (diglossia, a linguistic trichotomy, and low literacy levels) conspire to impede students from learning to read and write in English through second language methodology and compare this situation to the one in Quebec. I conclude with two suggestions to make tertiary-level EFL classes more efficient and effective: the use of more familiar methodology and the teaching of reading and writing through a literacy framework. I also propose some longer-term solutions to deal with the linguistic trichotomy, a problem the Gulf Arabian States may wish to address if they intend to pursue the goal of providing a world-class education to their children.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Arabic language study and teaching"

1

Gateway to Arabic. Greenford: Anglo-Arabic Graphics, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Muḥammad Ibrāhīm Ḥāfiz Ismā`īl Surty. Towards understanding Quranic Arabic: A manual teaching Arabic through the Qu`rān. 3rd ed. Birmingham: Quranic Arabic Foundation, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Hamid, Abdul Wahid. Access to Qur'anic Arabic. London: MELS, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hamid, Abdul Wahid. Access to Qur'anic Arabic. London: MELS, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hamid, Abdul Wahid. Access to Qur'anic Arabic. London: MELS, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

A reader of classical Arabic literature. Atlanta, Ga: Lockwood Press, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Versteegh, C. H. M. The Arabic linguistic tradition. London: Routledge, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

author, Isleem Nasser M., and Sryfi Mbarek author, eds. Perspectives: Arabic language and culture in film. [Norwell, MA]: Alucen Learning, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

1938-, Lloyd Jones G., ed. On the three languages [1524]. Binghamton, New York: Medieval & Renaissance Texts & Studies in conjunction with the Renaissance Society of America, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Mahmoud, Al-Batal, ed. The teaching of Arabic as a foreign language: Issues and directions. Provo, UT: American Association of Teachers of Arabic, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Arabic language study and teaching"

1

Kamal, Shabana. "Arabic-Speaking Learners’ Perceptions of English Academic Reading Difficulties: A Study on High School Graduates in the UAE." In English Language Teaching: Theory, Research and Pedagogy, 287–304. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8888-1_19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Schlam-Salman, J., and Z. Bekerman. "4. Emancipatory Discourse? An Ethnographic Case Study of English Language Teaching in an Arabic-Hebrew Bilingual School." In Examining Education, Media, and Dialogue under Occupation, edited by Ilham Nasser, Lawrence N. Berlin, and Shelley Wong, 49–66. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694287-009.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Leland, Christine H., Mitzi Lewison, and Jerome C. Harste. "Language Study." In Teaching Children's Literature, 99–120. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003246947-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Leland, Christine H., Mitzi Lewison, and Jerome C. Harste. "Language Study." In Teaching Children's Literature, 97–116. Second Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315269627-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Atanassova, Gergana. "Corrective Feedback in the Arabic Language Classroom." In Teaching and Learning Arabic Grammar, 273–95. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003034209-17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Alenazi, Yasir. "Implications for Language Learning, Translation, and Language Teaching." In Exploring Lexical Inaccuracy in Arabic-English Translation, 131–57. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-6390-2_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Cummings, Jill, Usman Erdosy, and Alister Cumming. "4. A Study of contrasts." In Language Learning & Language Teaching, 50–69. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/lllt.15.06cum.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Johnson, Keith. "Why Study Task Design?" In Designing Language Teaching Tasks, 1–10. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230596672_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hatab, Wafa abu. "Cultural Problems in Literary Translation from English into Arabic." In Second Language Learning and Teaching, 185–200. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14334-7_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Mameri, Ferhat, and Wissal Ali Jafar AlAllaq. "Drama Translation into Arabic. Shakespeare’s Macbeth: Issues and Solutions." In Second Language Learning and Teaching, 107–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43336-9_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Arabic language study and teaching"

1

Ali, Mad, and Asep Sopian. "The Integrative Teaching Problem of Arabic Morphosyntax - Descriptive Analysis Study on Integrative Sharaf-Nahwu Teaching of Arabic Language." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007175007800785.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Rizk, Fatma G. "Learner Corpus in Teaching Greek to Arabic Natives: A Computational Linguistic Study of the Play Oedipus the King of Sophocles." In 2022 20th International Conference on Language Engineering (ESOLEC). IEEE, 2022. http://dx.doi.org/10.1109/esolec54569.2022.10009068.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Komarudin, Aceng, and Kusmana. "Teaching Arabic Language and Sustainability: A Case Study on Improving Student Awareness over Environmental Care at SMAN 1 Cikande Serang Banten." In International Conference Recent Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009945825242532.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hidayati, Triyanti, Eva Farhah, Reza Nugraha, M. Anis, and Afnan Arummi. "Online Media-Based Game ‘Chain of Whisper’ as Innovation Strategy of Arabic Language Teaching of Speaking Skill to Support Study from Home During the Coronavirus Pandemic." In Proceedings of the 3rd International Conference of Education and Science, ICES 2021, November 17-18, 2021, Jakarta, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.17-11-2021.2318619.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Mukhametshina, Evelina, Tatiana Morozova, and Farida Shigapova. "TEACHING ARABIC LANGUAGE VIA ENGLISH." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1803.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Vavichkina, Tatiana, Yulia Vlasova, and Elena Paymakova. "PROBLEMS OF SCRIPT SKILLS FORMATION IN TEACHING THE ARABIC LANGUAGE." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2128.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ayadi, Kamel, Yahya O. M. Elhadj, and Ahmed Ferchichi. "Prototype for Learning and Teaching Arabic Sign Language Using 3D Animations." In 2018 International Conference on Intelligent Autonomous Systems (ICoIAS). IEEE, 2018. http://dx.doi.org/10.1109/icoias.2018.8493979.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Dubinina, Natalia, Luiza Gishkaeva, and Aurika Shavtikova. "TEACHING ARABIC TO LINGUISTS: SOCIO-CULTURAL ADAPTATION TO NEW LANGUAGE ENVIRONMENT." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1225.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Zaid, Abdul, Imam Bahroni, and Ahmad Haq. "An Application of Arabic Language Teaching Based on Error Analysis Theory." In Proceedings of the 2nd International Conference on Language, Literature and Education, ICLLE 2019, 22-23 August, Padang, West Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.19-7-2019.2289474.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Sauri, Sofyan, Anwar Sanusi, Nalahuddin Saleh, Nunung Nursyamsiah, and Mad ‘Ali. "Strengthening Digital Literacy-Based Character Building in Arabic Teaching and Learning." In Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211119.097.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Arabic language study and teaching"

1

Brouwer, Frank. Extended Case Study: Teaching of Economics to European Studies & Language Students. Bristol, UK: The Economics Network, March 2004. http://dx.doi.org/10.53593/n157a.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3881.

Full text
Abstract:
The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.
APA, Harvard, Vancouver, ISO, and other styles
3

GORSHKOVA, K. V., and L. N. LUBOZHEVA. PRACTICE-ORIENTED NATURE OF TEACHING A FOREIGN LANGUAGE AT THE UNIVERSITY THROUGH THE «FLIPPED CLASS» METHOD. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-16-25.

Full text
Abstract:
This study presents the study of the practise-oriented nature of teaching of a foreign language at a university. The work reveals the concept of “practice-oriented learning” and the principles of this approach. The study demonstrates the “Flipped class” method as the method that has the main characteristics of a student-centered approach to learning. Besides the results of the application of this method by foreign researchers are illustrated in this work. The main purpose of the article is to attract the interest of Russian researchers to the application of the “Flipped class” method in universities.
APA, Harvard, Vancouver, ISO, and other styles
4

Пахомова, О. В. Using Scaffolding Strategy for Teaching Creative Writing. Маріупольський державний університет, 2018. http://dx.doi.org/10.31812/0564/2145.

Full text
Abstract:
The article deals with scaffolding strategy for teaching creative writing in the English classroom. The importance of using the creative writing technique, which is an effective means of optimization and intensification of the process of foreign language study, for forming students' communicative competence in writing is highlighted. It is supposed that an elaborated scaffolding strategy might help lecturers to organize the educational process with maximum capacity and successful results. A variety of techniques such as intensive usage of graphic organizers ("Plan Think Sheet", "Mind-map", "Concept Map", "Clustering", "Spider Map", "Cycle", "Chain of Events", "Web"), "Teaching by Example", "Sentence Stem Completion" / "Close procedures", “Stream of Consciousness”, Genre scaffolding techniques are recommended to empower learners' creative abilities to write and express themselves on any topic using the wide range of writing techniques with the relevant structure and vocabulary.
APA, Harvard, Vancouver, ISO, and other styles
5

Lavadenz, Magaly. Think Aloud Protocols: Teaching Reading Processes to Young Bilingual Students. Center for Equity for English Learners, 2003. http://dx.doi.org/10.15365/ceel.article.2003.1.

Full text
Abstract:
This digest describes the use of think-aloud protocols with young bilingual children. Qualitative findings from a small study with 12 first through third grade students in dual language programs demonstrated that think-alouds were used effectively with elementary school emergent bilingual learners. The evidence from this study suggests that instruction in reading strategies should be given to young bilingual students and that more research needs to be done in this area.
APA, Harvard, Vancouver, ISO, and other styles
6

Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

Full text
Abstract:
The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.
APA, Harvard, Vancouver, ISO, and other styles
7

Escobar Hernández, José Carlos. Working paper PUEAA No. 15. Teaching Spanish to Japanese students: The students’ profile, their needs and their learning style. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2022. http://dx.doi.org/10.22201/pueaa.013r.2022.

Full text
Abstract:
This paper focuses on the Japanese students’ learning process when they study Spanish as a second language. First, it mentions some students’ profile characteristic and their interests in learning a new language. Second, it describes the learning language system in Japan, the students’ behavior in the language classes, and which activities they prefer to do in class. In addition, it describes different kinds of learning methods that could be applied depending on the students’ interests and cultural differences. Finally, the author considers that teaching Spanish to Japanese students raises several issues that have to be attended in order to achieve success. Since learning a language implies hard work and effort, teachers must try different methods and approaches relying upon scientific evidence based on one fundamental assumption: people learn by doing things themselves.
APA, Harvard, Vancouver, ISO, and other styles
8

Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3253.

Full text
Abstract:
Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.
APA, Harvard, Vancouver, ISO, and other styles
9

Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

Full text
Abstract:
Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.
APA, Harvard, Vancouver, ISO, and other styles
10

Cassity, Elizabeth, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.

Full text
Abstract:
The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Support Program (VESP). The Australian Government's Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how the VESP is making a difference to the Government of Vanuatu’s ongoing primary education reforms. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. The purpose of this summary is to provide a brief overview of findings and recommendations from the first year (2019) of the Vanuatu study.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Arabic language study and teaching' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography