البُعدُ النفس ي والثقاف ي ف ي تعل م اللغة العربيَّة وتعليمها كلغة إضافيَّ ة في المرحل ة الابتدائيَّة الأساسيَّة في ال سِّياق الجنوب أفريق ي

Abstract

This is a presentation on the study of " The Cultural and Psychological Dimensions of Teaching Arabic as an Additional Language in the Foundation Phase within a South African Context". The study measured the attitude of children towards Arabic in general and how Arabic is learnt as well as the learners’ attitude towards Arabic. It was conducted from a psychological perspective, where the researcher evaluated the Baadiyah curriculum for teaching Arabic to non-native speaking children in light of the South African National Curriculum (CAPS) document for additional languages. The study was guided by the Descriptive Analytical method through the use of a case study and collecting data through a semi-structured interview. The results of the study revealed that: (1) the attitude of learners towards Arabic and its learning was characterized by positivity and awareness, the motivation resulting from recognizing the importance of Arabic was high among the sample members despite their lack of self-confidence as learners of Arabic as a foreign language, (2) the Baadiyah curriculum is highly compatible with the South African curriculum in its educational objectives, tools, methods and study units, (3) the Baadiyah curriculum focuses more on the superficial and apparent culture (“C-culture”) more than on the deep (“c-culture”) despite the fact that learning culture is apparently subject to progressive educational levels. The study recommends that the follwing criteria must be included in analyses of the cultural content in curicculms used for the teaching of Arabic to non-native speaking children: Pedagogical criteria of the cultural content, the general framework of the cultural content and incorporating areas of Arabic-Islamic culture in the educational themes of the curriculum.