The reality of preparing Arabic language teachers for non-native speakers in the Somali Republic

Abstract

Abstract

Training teachers and preparing them linguistically, professionally and culturally is one of the important works that must be renewed, developed and given priority always and the aim of this study is to determine the extent to which the preparation of the Arabic language teacher at the secondary level has been achieved in the Republic of Somalia, and to propose solutions. The researcher observed during her work in teaching Arabic language in Somalia the low preparation of Arabic language teachers in the secondary stage. So, this study comes to tackle this research problem entitled: “Current preparation of Arabic teachers in Somalia”. The researcher used the descriptive approach to analyze the study, as well as the interview and questionnaire methods for collecting data and information about this study. The field study was conducted during the 2019-2020 academic year, and the study community was participated by the principals, supervisors and teachers of Arabic language in secondary schools in Mogadishu, Somalia, both male and female, and their number reached (160) and the sample size was 30 managers and supervisors including male and female, and they were randomly selected. The most important findings of the study: It is very necessary to prepare teachers linguistically, professionally, academically and cognitively, and teachers need to prepare and train on teaching methods and teaching aids. Additionally, the study found there is a challenges that is the scarcity of well-prepared centers to produce the qualified teachers academically as well as there is also an urgent need to develop the planning and the execution competencies for Arabic language teachers. The study also recommended: selecting Arabic language teachers at the secondary level with their qualifications considering the message and responsibility of their work. Also to prepare and train highly qualified trainers to train and produce secondary teachers, as well as opening courses for teacher development under the educational supervision.