Strategies to Enhance Teaching and Learning of Arabic Education in Secondary School
Abstract
Strategies to enhance teaching and learning of the Arabic education in secondary school has been confronted by a number of obstacles in Nigerian secondary school. Such obstacles manifest significantly in the design of the curriculum as well as the availability of resources. Therefore, the objective of this study is to examine these challenges and benefits of teaching Arabic education in secondary school. A sample of fifty (75) teachers and literature showed several significant findings. The findings revealed the negative attitude of Nigeria government to the discipline as the source of the identified obstacles. The findings therefore will help to facilitate the development of suitable strategies for effective teaching of the Arabic education and literature in Nigeria secondary schools.
Chapter one – Objectives of the Study and Research Questions
The following objectives will be ascertained
- To find out the challenges of teaching and learning Arabic education in secondary school
- To find out the benefit of teaching and learning Arabic education in secondary school
- To find out the strategies that will enhance teaching and learning of Arabic education in secondary school
Research question
The following research question will be formulated
- What are the challenges of teaching and learning Arabic education in secondary school?
- What are the benefit of teaching and learning Arabic education in secondary school?
- What are the strategies that will enhance teaching and learning of Arabic education in secondary school?
Chapter Two – Literature Review
The history of Arabic education in Nigeria is a fairly long one, that its treatment here would either lead to a total digression from the main thrust of this study or cause it to be too wide. We shall, however, take a glance at its importance to West Africa as well as Nigeria and see why it needs being encouraged and protected in Nigeria educational system. Many centuries before the coming of the Europeans to West Africa, Arabic had brought its educational achievements as well as its rich literature to West African environment. The impact of Arabic on native speakers of West African languages, such as Hausa, Fulfude (Fulani) and Yoruba is reflected in the valuable works written by native west African authors in Arabic or native languages using the Arabic script. Many of these works form valuable source material for the reconstruction of African history. In fact Dike, a reputable historian of international repute, had once observed the significance of these Arabic works and submitted that; “It had been a revelation to the whole world of scholarship to realize for the first time that Africa before the European penetration, so far from being a “dark continent” was in fact a continent where the light of scholarship shone brightly as the Arabic works being discovered bear testimony.” In Nigeria, the position which Arabic occupies varies from one group to another. While it is a first language (L1) of the Shuwa Arabs of Borno State, it is a second language (L2) for our local and modern Arabic learners and a third language (L3) for government school learners
The major objectives for studying Arabic in Nigeria have been identified as follows;
- Nigeria belongs to some international organizations where Arabic is a working language.
- Nigeria shares political and socio-cultural affinity and aspirations with many Arabic speaking countries.
- Nigeria can exchange experiences and ideas and, in fact, can benefit tremendously in the area of petro-chemical industry through interaction with the Arab countries which have recorded giant strides in the area.
- Nigerian diplomats in the Arab countries require at least a working knowledge of Arabic to enable them interact meaningfully and smoothly with the host countries.
- It has been said repeatedly by notable Nigerian historians (Dike 1965) that to write an authentic African history many Arabic manuscripts in our archives should be utilized.
From what we have noted above, it would be seen that the attraction to Arabic language has been influenced not only by aesthetic and religious appreciation but also by cultural considerations and by a strong historical consciousness. Giving consideration to the stated objectives also, it becomes clear that the relevance of Arabic to our educational system cannot be under-estimated
Chapter Three – The Methodology (Population of the Study)
The population of study is the census of all items or a subject that possess the characteristics or that have the knowledge of the phenomenon that is being studied (Asiaka, 1991). It also means the aggregate people from which the sample is to be drawn.
Population is sometimes referred to as the universe. The population of this research study will be Seventy-five (75) staffs of selected secondary schools in Kaduna local government of Kaduna state
Chapter Four – Data Analysis ( Findings/Decision)
table indicate that 18 (36%) represents respondents who strongly agreed that the benefits of learning Arabic are: essential to understanding the world’s second-largest religion, Islam Arabic can connect you to a rich history and another civilization and studying Arabic will offer you a more nuanced understanding of Arab culture 25 (50%) represents respondents who agreed that the benefits of learning Arabic are: essential to understanding the world’s second-largest religion, Islam Arabic can connect you to a rich history and another civilization and studying Arabic will offer you a more nuanced understanding of Arab culture, 2 (4%) represents respondents who strongly disagreed that the benefits of learning Arabic are: essential to understanding the world’s second-largest religion, Islam Arabic can connect you to a rich history and another civilization and studying Arabic will offer you a more nuanced understanding of Arab culture, 5 (10%) represents respondents who disagreed that the benefits of learning Arabic are: essential to understanding the world’s second-largest religion, Islam Arabic can connect you to a rich history and another civilization and studying Arabic will offer you a more nuanced understanding of Arab culture.
Chapter Five – Summary, Conclusion
Considering the importance of Arabic language not only as the language which has made an immense contribution to the early history and civilization of West Africa but also taking cognizance of its position as one of the most important world languages of international politics and diplomacy, it is considered profitable for a country like Nigeria with an abundant supply of willing potential students of Arabic to produce her own experts to represent her interests in several international for a involving the Arabic-speaking nations. Having noted the status of the language, this work has examined the desirability of its inclusion in our educational system, with some sad observation on a number of obstacles, confronting this language in Nigerian secondary schools.
References
S.H.A. Malik. 1980. Towards the Improvement of the Teaching of Arabic as a Foreign Language, Al-Fikr. Vol. 1, No 1, p.32. 2. J.O. Hunwick (ed). 1965. Report on a Seminar on the Teaching of Arabic in Nigeria. pp. 31f. University of Ibadan Press, Ibadan. 3.
I.A. Lawal. 1991. The Teaching of Arabic Literature and Grammar Under the New System of Education (6334), Arabic and Islamic Studies in Nigerian Schools Challenges of 6-3-3-4 Educational System. p.21. Sebiotimo Press,
Ijebu-Ode. 4. M.A. Bidmus. 1991. “In Quest of Methodology of teaching Arabic in Nigeria”. Arabic and Islamic Studies in Nigerian Schools: Challenges of 6-3-3-4 Educational System. p.5. Sebiotimo Press, Ijebu-Ode. 5.
Malik, op. cit. p.33 6. M.T. Yahya. “The Potentialities of a Language of Scripture in the Development of a Nation: The Case of Arabic in Nigeria”. Paper presented at the Conference on Religions and Development, 27-30 Sept. 1987, University of Ilorin, p. 11. 7.
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