الاحتياجات التدريبية لمعلمي اللغة العربية ومعلماتها للمرحلة الثانوية في مديرية تربية لواء الجامعة = Training Needs for Secondary Level Arabic Language Teacher in Al-Jameha Education District

2019 ◽  
Vol 27 (1) ◽  
pp. 418-443
Author(s):  
سعادة ، فايزة أحمد
Keyword(s):  
Secondary Level ◽  
Arabic Language ◽  
Training Needs ◽  
Language Teacher

scholarly journals Innovative Arabic Language Teacher: A Dream or A Hope

2018 ◽  
Vol 7 (4) ◽  
Author(s):  
Rozaini Tukimin ◽  
Nik Mohd Rahimi Nik Yusoff ◽  
Harun Baharudin ◽  
Farihah Hussain
Keyword(s):  
Arabic Language ◽  
Language Teacher

A Love of Learning

2017 ◽  
Author(s):  
Samir Simaika ◽  
Nevine Henein
Keyword(s):  
Early Education ◽  
Arabic Language ◽  
French Language ◽  
English Teacher ◽  
Language Teacher ◽  
The Bible ◽  
European Languages ◽  
Love Of Learning ◽  
The Church

This chapter describes Marcus Simaika's early education. Marcus began his education at the Coptic Patriarchal School, founded by Patriarch Cyril IV and entirely maintained by the Coptic patriarchate. At school, Marcus studied the Bible and learned Coptic, Greek, and Arabic. His father forbade him to learn any European languages, believing that they would distract Marcus from ecclesiastic studies and interfere with his plan of consecrating him to the service of the Church. In his memoirs, Marcus recollects most of his teachers, including Sheikh Muhammad al-Kinawi, his Arabic language teacher, and Mikhail Effendi Abd al-Sayed, his English teacher. The chapter also discusses Marcus's time at the Collège des frères des écoles chrétiennes, where he studied the French language.

scholarly journals كفاءات معلمي اللغة العربية في إندونيسيا في القرن الحادي والعشرين

2020 ◽  
Vol 4 (1) ◽  
pp. 19
Author(s):  
Cahya Setyawan ◽  
Akhsan Akhsan
Keyword(s):  
Information Technology ◽  
21St Century ◽  
Arabic Language ◽  
Language Teachers ◽  
Government Agencies ◽  
Teacher Competencies ◽  
Language Teacher ◽  
The World ◽  
The Government ◽  
And Training

In the 21st century is a disruptive era, millennial era, digital age. Information technology and science develop. This development was followed by the development of the human generation, namely generazi Z. This generation is technology literate, multitalent, and creative. In the world of education of course this makes a very extraordinary impact. Arabic language teachers as one of the components of education must follow the flow of globalization. Arabic teachers face many challenges in this era. Therefore there is a standard for Arabic teacher competencies. In the standardization, of course there are efforts made by the government, agencies, institutions and individual teachers in developing and training their competencies. Therefore this paper is a literary paper that discusses how the challenges faced by Arabic language teachers in the 21st century, then the competency standards of 21st century Arabic language teacher as well as the efforts made to develop them.

scholarly journals PENGEMBANGAN KOMPETENSI GURU BAHASA ARAB MELALUI IMLA SEBAGAI ORGANISASI PROFESI

2016 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Ahmad Muradi
Keyword(s):  
Cultural Competence ◽  
Language Learning ◽  
Good Life ◽  
Communicative Competence ◽  
Arabic Language ◽  
Language Teacher ◽  
Language Competence ◽  
International Scope ◽  
Teacher Competences

This study aims to explain the role of IMLA in developing Arabic teacher competences. Indeed a teacher is a precious profession, carrying valuable tasks to educate and build character of the nation. Teacher is a precious profession to create a good life. Therefore, teacher should develop their competences including Arabic language teacher. The intended competences in Arabic language learning are language competence, communicative competence, and cultural competence. IMLA is the abbreviation of (Ittiha>d Mudarrisi al-Lughah al-‘Arabiyyah), a organization established to build and develop Arabic teachers’ competences in Indonesia. This opportunity is given to Arabic teachers in IMLA organization to affiliate with its agendas, management, and association in local, national, and international scope. There are many information will be gained through the various agendas to develop teachers’ competence. For the example is like attending seminars, workshops, and other trainings held by the organization. IMLA organization is able to connect local teachers and lecturers to the foreign ones especially from Arabic emirate countries.

scholarly journals Assessment of Training Needs for Teaching at the elementary schools in Saudi Arabia

2017 ◽  
Vol 20 (3) ◽  
pp. 50-62
Author(s):  
Feras Mohammed Al-Madani
Keyword(s):  
Saudi Arabia ◽  
Lesson Plan ◽  
Arabic Language ◽  
Training Needs ◽  
Language Teachers ◽  
Years Of Experience ◽  
Training Project ◽  
Training Courses ◽  
Planning Implementation ◽  
Training Need

The study aimed to identify Arabic language teachers' training needs in teaching my beautiful language Textbook with regards to lesson plan, its implementation and evaluation in investigating the statistically significant differences in training needs related to gender differences, years of experience, and number of training courses attendance at the primary level in Arar, Saudi Arabia. The study employed descriptive statistics to describe mean scores of the samples, standard deviation and ANCOVA to determine the statistically significant differences among the respondents. The study tool consisted of (46) item which was divided into three areas namely; planning, implementation and evaluation. The samples were (25) male and (25) female primary school teachers. The study found that the degree of training need for planning, implementation and evaluation is high and the degree of training need for teachers in the implementation and evaluation of lessons is also high regardless of the number of training courses attended. Also it was found that the female teachers are in need of training more than the male teachers and that training need increases with the increase in the number of years of experience. The study recommended capitalizing on training project in solving the problem of teachers for training on the planning and implementation skills and the lesson evaluation of my beautiful language Textbook.

Language minority native Spanish speakers at the secondary level and the role of the foreign language teacher

1993 ◽  
Vol 69 (1) ◽  
pp. 152-171 ◽  
Author(s):  
Barbara J. Merino ◽  
Fabian Samaniego ◽  
Henry Trueba ◽  
Evelyn Vargas Castañeda ◽  
Lubna Chaudry
Keyword(s):  
Foreign Language ◽  
Secondary Level ◽  
Language Minority ◽  
Spanish Speakers ◽  
Native Spanish Speakers ◽  
Language Teacher
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