Innovation in Language Learning

The field of teaching and learning the Arabic language to non-native speakers has known and continues to know a wide outbreak, and this is mainly due to the political, economic, and cultural developments that the world has witnessed. This has made the Arabic language an important pole in the field of teaching and learning languages. In this field, the focus is on linguistic skills in their integration, which the reference frameworks in language teaching combine as five skills, four of which are: listening, speaking, reading, and writing; the fifth is the cultural skill.

The process of teaching Arabic to non-native speakers is characterized by a focus on the learner rather than on the teacher, whose role is limited only to the processes of management, correction, and providing motivation and support to the learners on whom the focus is, through a number of interactive classroom and extracurricular activities.

Through this scientific paper, we will try to present a simplified view of an integrated project for foreign learners who are learning classical Arabic, with the aim of achieving the desired communicative and cognitive competencies. We can consider this educational scientific project as a turning point in curricula and educational programs that were limited to pre-determined pedagogical contents in teaching the Arabic language to non-native speakers in the classroom, through the following Results:

Educational Results:

• Building educational contents and materials according to the requirements of foreign learners;
• Creating a database of educational contents, distributed according to educational levels;
• Establishing a digital platform for assessment tests in accordance with the Common European Framework of Reference for Languages.

Touristic Results:

• Creating tourism partnerships with educational characteristics through coordination with some shops, traditional industry facilities, hotels of a traditional character, etc;
• Preparing applications that help learning during educational tourism trips;
• Providing a website (educational and touristic) that includes the most important historical monuments of the city of Fez and some other Moroccan cities.

Economic Results:

• Providing opportunities for non-native Arabic language learners to learn about local products through electronic applications;
• Facilitating services for purchasing local products by creating economic partnerships with educational shops;
• Monitoring the progress of the educational process from various aspects (educational, tourism, economic, and cultural) relies on specialized framers.

Cultural Results:

• Getting to know the diverse Moroccan culture in classical Arabic;
• Ensuring that foreign learners immerse themselves directly and indirectly in the culture of the Arabic language.

In preparing this scientific paper, we will rely on communicative and cognitive approaches.

Keywords: language teaching; communicative competencies cognitive construction; technological media; linguistic immersion.

References: 

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