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dc.contributor.authorSelim, Nadia
dc.date.accessioned2022-07-15T00:15:59Z
dc.date.available2022-07-15T00:15:59Z
dc.date.issued2022en_AU
dc.identifier.urihttps://hdl.handle.net/2123/29247
dc.description.abstractThis chapter aims to help Arabic teachers at Australian Islamic schools make Arabic learning experiences more meaningful to Muslim Arabic learners whose profiles, levels, needs and interests are increasingly diverse. The chapter draws on some ideas from the literature on education and language education while remaining sensitive to the Islamic nature of the context. The chapter proposes three principles: at-taʿāruf (knowing one another), at-tšāwur (consultation) and taš-jee’ al-istiklāliy-ya (encouraging autonomy) that can inform the teachers’ viewpoints or approaches. The chapter is divided into three main sections. The first introduces the chapter and its focus. The second provides a contextual background. The third discusses the three principles for engaging with learners and making Arabic learning meaningful. These sections are followed by the conclusion.en_AU
dc.language.isoenen_AU
dc.publisherRoutledgeen_AU
dc.relation.ispartofSupporting Modern Teaching in Islamic Schools: Pedagogical Best Practice for Teachersen_AU
dc.rightsCopyright All Rights Reserveden_AU
dc.titleArabic Teaching at Australian Islamic Schools: Working with Student Diversity and Curriculum Challengesen_AU
dc.typeBook chapteren_AU
dc.subject.asrc2002 Cultural Studiesen_AU
usyd.facultySeS faculties schools::Faculty of Arts and Social Sciences::School of Languages and Culturesen_AU
usyd.departmentArabic language and culturesen_AU
usyd.citation.spage182en_AU
usyd.citation.epage196en_AU
workflow.metadata.onlyYesen_AU


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