Teaching Arabic as a foreign language to non-Arabic speaking children from a linguistic and educational perspective

Abstract

The acquisition of Arabic as a second language is influenced by a multitude of factors, including the linguistic environment and a child's innate predisposition to learning. Furthermore, motivations, cultural backgrounds, religious affiliations, and historical and cultural connections with Arab nations, significantly impact a child's proficiency in Arabic acquisition. From an educational standpoint, the curriculum is constructed on linguistic, psychological, cultural, and environmental pillars, ensuring diverse content and employing suitable pedagogical approaches while offering comprehensive assessment mechanisms. Moreover, technology plays a pivotal role in this process by furnishing linguistic laboratories and fostering communication through various digital platforms, thereby fostering the enhancement of language skills.