Teaching of the Arabic language in South African schools : nature of language and methodology

Abstract

Since gaining academic status in South African schools, the Arabic language has always been under the spotlight. In Gauteng schools, the focus of discussion is the validity of the Nāšiٓēn as a prescribed text book and the methodology best suited to achieve linguistic competence in the language.

In order to teach the language, an accurate observation of the Arabic language by means of phonetics and psychology is a prerequisite, hence the practical study of language or the study of philology is scrutinized.

In the literature study, the research discusses different interconnected themes i.e. how the brain acquires language; developments into teaching methods; it asks can language be learnt by imitating native speakers; are we born with the innate ability to learn a second language.

A review of current methodology is undertaken. Suggestions are pragmatically motivated rather than being theoretically motivated. The eclectic approach is preferred with the intention of providing the most efficient access to Arabic forms and structures.

The educational implications are discussed with a view to formulate language principles on which recommendations and suggestions can be formulated.