برنامج تدريبي مقترح لتنمية كفاءة معلمي اللغة العربية لغير الناطقين بها في ضوء الاحتياجات التربوية لمعلمي اللغة العربية داخل دولة قطر برنامج تدريبي مقترح لتنمية كفاءة معلمي اللغة العربية لغير الناطقين بها في ضوء الاحتياجات التربوية لمعلمي اللغة العربية داخل دولة قطر

Abstract

ABSTRACT

The study aimed to propose a vision for addressing the challenges of teaching Arabic to non-Arabic speakers in light of the needs of Arabic language teachers. To achieve this goal, a descriptive approach was used. Two instruments were developed for the study. The first instrument was a questionnaire, consisting of three areas: challenges originating from the curriculum and methods used in teaching Arabic (9 statements), challenges caused by the learner (10 statements), and challenges caused by the teacher (10 statements). The study sample comprised (40 ) male and female teachers from the Newton British Academy in Doha, Qatar. The questionnaire was distributed to beginner, first, second, and third level teachers. A total of (30) teachers responded to the questionnaire, representing a 72% response rate. The second instrument was an interview. The researcher prepared an interview consisting of five questions, which was conducted with eight experienced teachers in the field of teaching Arabic to non-speakers. One of the main findings of the study indicated that the most significant challenges faced by Arabic teachers teaching non-speakers are those related to the curriculum and teaching methods. The least challenges are those caused by the learner. Therefore, it was essential to propose a vision to address the most significant challenges faced by Arabic language teachers teaching non-Arabic speakers. The study also indicated other challenges faced by Arabic language teachers teaching non-speakers: challenges caused by the teacher, followed by those caused by the learner. In light of these findings, the researcher provided recommendations related to the research outcomes. One of the most important recommendations is to consider the needs and characteristics of Arabic language teachers who are non-native speakers when proposing a vision to address these challenges.

Keywords: Training program; Teaching Arabic to non-speakers; Professional competence; Educational needs.