Research Proposal for Provisional Registration to PhD Program
On
Teaching of Arabic: A Comparative Analysis of
Universities in India and
The United Arab Emirates
Submitted by:
ABDUL
KHader.pk
Under the Supervision of
Prof. Abdul Rasak
T (HoD of Arabic)
Dr. Remith
George Carri (Dep. of Edn. (Co. Supervisor))
Department of Arabic Language and
Literature
Assam University,
Silchar Assam,
India
Teaching
of Arabic: A Comparative Analysis of Universities in India and the United Arab
Emirates
Abstract
Arabic is one of the Semitic languages originated in the Middle East . The history of classical Arabic dates from
the 5th century A.D. As a language, Arabic has a multiple dimensions.
At the same time, it is a modern live language spoken by over150 millions
people as mother tongue. The United Arab Emirates is a union of seven emirates
formed in the year 1971. It is one of the prominent nations in the Middle-East
where Arabic is the mother tongue.
Standard literary Arabic is the same all over the world and across the
periods. The popularly used colloquial versions of Arabic differ from place to
place and country to country. Often this difference is such that the different
forms of spoken Arabic are not mutually intelligible.
In the United Arab Emirates, Arabic is taught in almost all the
universities both to the native and non-native students. In many of these
universities, there are the institutes of the centers exclusively for non-native
speakers. Because of the aforementioned prevalence of colloquial Arabic, even
the native learners of Arabic of the universities in the United Arab Emirates are not in an
advantageous position vis-à-vis Arabic learning is concerned. However, thanks
to the affluence and concerned with their higher education in the present days
most modern teaching methods are used in these universities. The learners in
the centers for non-native speakers in these universities are of the different
nationalities having different linguistic backgrounds.
Thanks to its historical relationship with the Arab world resulted with
the trade relation and expansion of Islam, Arabic has been popular in India since
centuries. Because of the religious aspect of the Arabic Language, millions of
Indians have association with Arabic at varies levels and extents. Arabic is
taught in India
at around 50 universities at under graduate and post graduate level. It is true
that teaching Arabic as second language in Indian context poses many
challenges: Arabic sound system is different from that of the Indian languages;
the students of Arabic do not have an Arabic environment as English students
have to an English environment. Though, Arabic as a language has different identities,
its religious identity overpowers other identities at all levels including
higher education, owing to the prejudicial activities of the people.
In Indian universities Arabic learners, in contrast to the western and
Far-Eastern universities Arabic learners mostly hail from a particular
religious view- the Muslims (barring a few exception in the metros like Delhi
and a the states like Kerala). Most of these learners thanks to their use of
their Arabic for religious purpose have a grip over this language on limited
extend. The Arabic learners in Indian
universities can approximately be divided in to three mother tongue groups:
Urdu, Malayalam, and Bengali/Assamese (Bengali and Assamese are deliberately
put together as the learners of a foreign language of this mother tongue groups
face mostly the same problems as far as foreign language learning is
concerned). Learners from this different mother tongue group face problems
different from one another as far as acquisition of Arabic language is concerned.
As mentioned earlier, Arabic is also modern living language. But
teaching methodologies of teaching a second language have not been resorted in
teaching in India .
The indifference of the Arab government in promoting Arabic language outside
the Arab world also hampers the development of learning Arabic in India . However
there is increased skill acquisition in new generation learner sector in Arabic
in India .
This is owing to the increased migration to the Middle
East and the expansion of the communication technologies.
Although some of the books and
researches which are done in this field those mentionable are, Mashakilu
Taaleemillugathi Arabiyya fil Hind by Pro. Shafeeq Ahmad Khan Nadwi and Teaching of Arabic Language by Shipra Publications, New Delhi
This study promotes a comparative analysis on Teaching
Techniques of Arabic Language between Arabic
departments in Indian and the United Arab Emirates universities. The
awareness of students-faculty involvements in the making of an effective
academic scenario in the institutions along with indications to merits and
demerits of their application are another point of concern in the paper.
Researcher has already been
facilitated for conducting online conferences
with Heads and students of Arabic departments in
some Indian and United Arab Emirates Universities for
the purposes of data collection and its
analysis. The samples will be taken from Some Indian universities such as Jamia Millia Islamia, New Delhi, Jawaharlal
Nehru University, New Delhi; English and Foreign
Language University, Hyderabad; University of Calicut, Calicut, Kerala;
Assam University, Silchar and the United Arab Emirates universities such as Zayid University, Dubai; Abu Dhabi
University, Abu Dhabi and etc.
This research will be This research will be
tentatively chapterised into five chapters viz, Chapter 1: Introduction and Conceptual
Framework, which will introduce the Arabic
Teaching, its significance, its teaching for native and non-native learners;
need and significance of study, justification of the study, title of the study,
objectives, hypothesis, operational definition of ‘teaching of Arabic’ and the
delimitation of the study; Chapter 2: Review of related literature
which will include the books and researches related
to this study; Chapter 3: Methodology which will
include design of the study, survey; population and sample, developed tools,
data collection and data analysis; Chapter
4: Analysis of the data which will include the finding,
summary, conclusion and suggestions
Teaching
Methods of Arabic: A Comparative Analysis of Universities in India and the
United Arab Emirates
Statement of the Problem:
Arabic is one of the Semitic languages originated in
the Middle-East. The history of classical Arabic dates from the 5th
century A.D. As a language Arabic has multiple dimensions; it is the language
of Holy Quran and the great classical poets and writers such as Imrul Qais, Al Mutunabbi,
Ibnu Khaldun and others. At the same time it is a modern live language spoken
by over150 millions people as a mother tongue. It is also the religious language
of the Muslims all over the world. They are required to be conversant with it to
some extent.
The United Arab Emirates is a union of seven
emirates formed in the year 1971. It is the one of the prominent nations in the
Middle-East where Arabic is the mother tongue.
Standard literary Arabic is the same all over the
world and across the periods. It has been standardized irrespective of times
and climes, thanks to the Holy Quran. This means that the literary Arabic of
the 6th century and that of the 21st century are mutually
intelligible. Despite this colloquial
Arabic is so popular in the Arab world that even the educated Arabs of the
contemporary period need not necessarily be conversant with the standard
Arabic. And this colloquial Arabic
differs from country to country. Often this difference is such that the
different forms of spoken Arabic are not mutually intelligible.
In the United Arab Emirates, Arabic is taught in
almost all the universities both to the native and non native learners in many
of these universities, there are institutes and centers exclusively for non
native speakers. Because of the aforementioned prevalence of colloquial Arabic,
even the native learners of Arabic of the universities in the United Arab Emirates are not in an
advantageous position vis-à-vis Arabic learning is concerned. However, thanks
to the affluence and concern with higher education in the present days, most
modern teaching methods are used in these universities. The learners in the
centers for non native speakers in these universities are of the different
nationalities having different linguistic backgrounds.
Thanks to its historical relationship with the Arab
world resulted with the trade relation and expansion of Islam, Arabic has been
popular in India
since centuries. Because of the religious aspect of the Arabic Language,
millions of Indians have association with Arabic at varying levels and extents.
Arabic is taught in India at around 50 universities
at under graduate and / or post graduate levels. It is true that teaching
Arabic as second language in Indian context poses many challenges: Arabic sound
system is different from that of the Indian languages; the students of Arabic
do not have an Arabic environment as English students have to an English
environment. Though, Arabic as a language has different identities in India,
its religious identity overpowers all other identities at all levels including higher
education, owing to the prejudicial attitudes of the people.
In Indian universities Arabic Learners, in contrast
to the western and some Far-Eastern universities Arabic learners mostly hail
from a particular religious background- the Muslims, barring a few exception in
the metros like Delhi and the states like Kerala. Most of these learners,
thanks to their use of Arabic for religious purpose, have a grip over this
language to a limited extent. The Arabic
learners in Indian universities can approximately be divided in to three mother
tongue groups: Urdu, Malayalam, and Bengali/Assamese (Bengali and Assamese are put
together, as the learners from either this mother tongue groups face mostly the
same problems as far as foreign language learning is concerned). Learners from
these different mother tongue groups face problems different from one another
as far as acquisition of Arabic language is concerned.
As mentioned earlier, Arabic is also a modern living
language. But teaching methodologies of teaching a second language have not been
resorted to in teaching Arabic in India. The indifference of the Arab
government in promoting Arabic language outside the Arab world also hampers the
development of learning Arabic in India . However there is increased
skill acquisition in new generation learners of Arabic in India. This is owing
to the increased migration of Indians to the Middle-East and the expansion of
the communication technologies.
Survey
of Literature:
The earlier literary sources which discuss the basic
theories of Arabic Teaching Methods are rarely
available. However some studies are conducted in this field. Worth mentioning among them are, Mashakil
al Ta’leem al Luga al Arabiyya fil Hind by Pro. Shafeeq Ahmad Khan Nadwi and
Teaching of Arabic Language by Shipra Publications, New Delhi
No significant account of work is
done comparing the teaching methods of Arabic language in Indian universities and universities in
the Arab world. This study aims to bridge this knowledge gap by comparing out some methods
being applied in the both geographical areas,
their teaching strategies and the extent to
which they have benefited the education in general and Arabic language and
literature in particular.
Objectives:
Teaching aids and techniques are
one of the most vibrant topics in the present academic sphere. Teaching methodologies of
Arabic language and its teaching techniques
need to be developed further more though only a few
researches have been conducted in this field.
This study aims to make a comparative analysis
on teaching techniques of Arabic language between
Arabic departments in Indian universities and the United Arab Emirates universities. The
awareness of students-faculty involvements in the making of an effective
academic scenario in the institutions along with indications to merits and
demerits of their application are another point of concern in the paper.
The objectives of this study are:
1. To study the status of
teaching Arabic as a native language.
2. To study the status
of teaching Arabic as a non native language.
3. To compare teaching
of Arabic in the universities of India and United Arab Emirates.
4. To study the teaching
of Arabic of two of the purely private Indian higher educational institution
viz. Darul Huda Islamic University, Kerala and Co-Ordination of Islamic
Colleges, Valanchery, Kerala.
Hypothesis:
Ø
Innovative teaching techniques of Arabic language
in the United Arab Emirates universities have caused
much for the progress of its status by
attracting diverse students including
foreigners.
Ø Some of the United
Arab Emirates Universities have turned out as
role models in
application of teaching techniques and have
been imitated by Arabic departments of some Indian
Universities.
Ø
The teaching procedures of Arabic language in some
universities are far better than its teaching even in the United Arab Emirates
universities.
Data and Methodology:
The methodology of data
collection, which has wide scope of availability
for this work, is collecting sample data. This research is held upon some
samples taken from both Indian and United Arab
Emirates universities.
Researcher has already been
facilitated for conducting online conferences
with Heads and students of Arabic departments in
some Indian and United Arab Emirates Universities for
the purposes of data collection and its
analysis. The samples will be taken from Some Indian universities such as Jamia Millia Islamia, New Delhi, Jawaharlal
Nehru University, New Delhi; English and Foreign Language
University, Hyderabad; University of Calicut, Calicut, Kerala; Assam University,
Silchar and the United Arab Emirates universities such
as Zayid University, Dubai; Abu Dhabi University, Abu Dhabi etc. To make
a better comparison, data will be collected from one of the purely private
higher educational institution viz. Darul Huda Islamic University, Kerala.
Organization:
This research will be tentatively chapterised into five chapters:
Chapter 1: Introduction and Conceptual Framework
It will introduce the Arabic Teaching,
its significance, its teaching for native and non native learners; need and
significance of study, justification of the study, title of the study,
objectives, hypothesis, operational definition of ‘teaching of Arabic’ and the
delimitation of the study.
Chapter 2: Review of related literature
It will include the books and
researches related to this study.
Chapter 3: Methodology
It will include design of the study, survey;
population and sample, developed tools, data collection and data analysis.
Chapter 4: Analysis of
the data
It will include the finding, summary, conclusion and
suggestions
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