The Arabic Language Teacher And The New Advocated Teaching Methods: Perspectives For Innovation.

Abstract

In the new millennium, there is a persistent call for innovation and change, and there is “…a confident belief that progress in learning inside and outside the school is the key to the future” (Sultana, 2001:04). Today, the global scientific, technological and political changes of the 21st century contribute in the emergence of intercultural contact at local and international levels. In addition, nowadays, the information age has replaced the industrial age, giving way to the supremacy of processed information through computers, and mainly through the internet. Therefore, the expansion and progress in the world of technology led to the need for the re-consideration of the status the Arabic language being the language of education has in the Algerian national syllabus. Thus, Arabic has become a sine qua non condition for success at all levels and an effective element in the National Educational System. Algeria, like the rest of the world, is well aware of the importance of Arabic-dominated communication and learning in the country and elsewhere. It strives to cope with the new world requirement not only by keeping abreast all development forms, but also by setting about whole programmes for evolution and improvement. As is patently obvious, the task or act, we may say, of “teaching” encapsulates a lot more than merely providing instruction and guidelines for learners. It presupposes a psychological and philosophical knowledge on the teacher’s part, so as to combine techniques in the class, as well as sufficient command of the basic structure of human existence, with a view to assess any situation accurately and appropriately. Furthermore, the teacher, when being provided with all the necessary ingredients to perform his mission in the classroom, can work more successfully. The present paper gives a bird’s eye view of the new status the Arabic language has in the curriculum with reference to the existing approaches and methods. In so doing, we will try to answer the following questions: What roles specifications are teachers expected to perform within the new implemented approaches? How will they be able to cope with such modernized changes? To what extent will they be cooperative with the learners when supervising their competencies? How can the educational supervisor facilitates the Arabic teacher's tasks?