A Conceptual Framework for Teaching Arabic as a Second Language
DOI:
https://doi.org/10.17507/tpls.1407.18Keywords:
Arabic language, second language acquisition, communicative language teaching approach, collaborative learning, social constructivist theoryAbstract
Despite the increasing demand for learning foreign languages such as Arabic, approaches to teaching this language remain under-explored. The increasing complexity of classrooms renders the task of ensuring that learners with diverse backgrounds and experiences attain the stated objectives, challenging. To address this challenge, this study proposes the 3Cs approach, which combines communicative language teaching, collaborative learning and social constructivist theory, to improve the teaching and learning of Arabic. This approach integrates communicative techniques based on social constructivist theory and is implemented through the acquisition of shared knowledge of the environment. The 3Cs-based approach, which promotes students' active involvement, has the potential to facilitate comprehensive learning and real-world applications, offering new opportunities for both teachers and students to improve outcomes and address classroom difficulties.
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