Last Thursday, the Jordanian Arabic Language Academy organized a face-to-face roundtable, during which: Dr. Muhammad Khalil Al-Haj Khalil gave a lecture on the contents of the book (Handbook of Research in Second Language Teaching and Learning: Volume III) The Third Volume”, and Professor Ahmed Battah on the content of the book (Cultural Support Pedagogies) “Educational Methods in the Preservation and Maintenance of Culture”, and the seminar was moderated by a member of the Academy, Prof. Dr. Mahmoud Al-Sartawi, in the presence of the President of the Academy, Prof. Dr. Khaled Al-Karaki, and the Secretary General, Prof. Dr. Muhammad Al-Saudi, and a number of active members, and an audience of thinkers and interested people.
Al-Hajj Khalil explained that the book, which consists of thirty-five chapters, includes research and theories on the language, its teaching and learning, by a number of experts and specialists, and that it there are not many teaching methods in the book which are not known to our compatriots who specialize in teaching and learning the Arabic language. Haj Khalil presented some of what is related to Arabic language skills: reading, writing, listening, grammar and speaking, which are the focus of researchers and language experts these days.
He stopped on an essential question strongly linked to the educational process of teaching and learning the Arabic language, which is the subject of “tests and evaluations” in its various aspects, a subject that receives from our days a great deal of attention from linguists, researchers and experts, as it appears in the literature on language education.
And he indicated that the solid assessment process is more than just grades and grades, as it is a process that can be used as a tool to support and enhance student learning, and therefore teachers need to think hard to the methods that can be used in their assessment items, and in the tasks that condition the future achievements of their students, through language skills. It is useful for them to entrust learners with a real life duty compatible with good use of language; By showing their strengths and weaknesses, and what they need to do to develop their abilities.
Batah spoke about the fifteen-chapter book, which raises questions about the “purpose of school” or education in changing societies, and delves into the concept of preservation and perpetuation of culture, which is ultimately enshrined through linguistic and educational methods as a means for a positive society. cash.
He noted that the co-authors of the book posit that the school should be a place of preservation of the cultural practices of local communities, and that going through the different chapters of the book one finds theoretically grounded examples of how educators and scholars have empowered Black, Latino, Indigenous and Pacific Islander communities and South African immigrant students as part of a collective effort to achieve justice in changing societies.
He pointed out that the book clearly shows how teachers can teach with sincerity, courage, professionalism and critical thinking, and that those teachers who believe in justice and equality will appreciate the approaches and approaches presented in the book.
Battah concluded by asking many questions: What does this book mean to us? Are the proposals mentioned significant in the Arab context in general and the Jordanian context in particular? In response, he said that Arab society, like all societies in the world, has an undeniable cultural pluralism. There are Kurds in Iraq, Christians in Egypt, Amazighs in the Maghreb and Shiites in the Arabian Gulf, which requires respect. for their cultures and the recognition of their ethnic, religious and sectarian specificity. Perhaps the Arab educational systems are the most effective means of recognizing these distinctions, integrating them into curricula, activities and different educational situations. of course, neglecting the emphasis on the Arab-Islamic culture prevalent in the various Arab societies, but rather that means not neglecting other subcultures.
The leader of the symposium, Dr Al-Sartawi, said at the beginning: “The Arabic language is the language of the Noble Quran and of the pure prophetic Sunnah and the language of the sources of the legislation, therefore there is no ijtihad without the perfect knowledge of the Arabic language, which is the language of prayer and the language of many acts of worship among Muslims, the sacred language preserved by God, the Blessed. Knowing it is an obligation, because Islam cannot be understood without it, and it teaches many virtues, and the Arabic language is no longer reserved for Arabs alone, but has become a universal language demanded by all Muslims in the world. .
An in-depth discussion took place between the speakers of the meeting and the participants on the issues raised, and the interventions were followed by: Prof. Dr. Muhammad Asfour, Prof. Dr. Abdel Fattah Al-Hammoz, Prof. Dr. Ali Mohafza, Prof. Dr. Samir Al-Droubi, Dr. Khawla Al-Nubani, researcher Aseel Al-Dalain, and a number of participants.
Dr Asfour said in his intervention that we are trying in translation to find the correct Arabic equivalent of the foreign word, and that the lesson learned from the book “Educational Methods for the Preservation and Perpetuation of Culture” is difficult to apply to the Arab environment.
Dr. Al-Hamuz commented on the discussion of the two books that the main objective of the Terminology and Humanities Committee, which oversaw the launch of the scientific seminars project, is to provide a comprehensive summary without the absence of the term, and to identify some of the terms and the corresponding terms in Arabic.
Following the preservation of what was stated in Hajj Khalil’s lecture on reading, that reading aloud helps a lot in memorizing, understanding and sound pronunciation of the language, and also helps to regain a mastery of grammar.
In his intervention, Al-Droubi stressed the importance of discussing books that serve Arab culture, in support of Dr. Asfour, as ethnic, sectarian and sectarian differences have been created by the modern Western colonizer. He focused on what was mentioned by one governorate. of the need to control the chaos of the creation of foreign schools, because they represent a great danger for the country and the culture of its children.
Al-Dhalain – a representative of the Digital Arabic Content Association – said in her commentary on listening skill that the brain acquires language through listening and it should be used in lessons, so how can we use the listening skill in traditional education and language learning.
Al-Nubani said that we always feel the need to consult foreign books to achieve a holistic view and not necessarily compel ourselves into the modern techniques that we employ in teaching the language as a second language, and what is remarkable in Dr. Battah’s lecture is on some of the techniques used and recommended by the book employing the lyrical style And he actually contributed to American society by having something societal friendly to serve the black vernacular which was critical and which still is today.
In conclusion, the President of the Academy, Professor Khaled Al-Karaki, thanked the committees of the Academy who worked to organize this in-depth specialized symposium and to revive its activities, embodying the fundamental role of the Academy in the opening of various scientific projects. and horizons of knowledge. The problem is the classes that have turned against the Arabic language. There are those who are proud to know nothing about it, in addition to fighting it in various fields. He underlined the fundamental role played by the Arabic language. The Ministry of Education must play, and that every teacher is an Arabic language teacher, so every teacher must be fluent in Arabic. He spoke about some of the challenges facing the complex and its dissemination in order to preserve the linguistic and cultural heritage and protect it from distortion.