Leveraging ‘I+1’ Comprehensible Input Theory to Enhance Acquisition of Arabic Language

Abstract


 
 
 This short Communication is part of a proposed research project that aims to fill some gaps in Stephen Krashen’s i+1 comprehensible input theory and pave way for its effective classroom application which is hitherto problematic. Although the theory was postulated to apply to all forms of Second Language Acquisition (SLA), the primary objective of the project is to apply i+1 input model in Arabic Language Teaching (ALT), as a way to answer a clarion call sounded by His Majesty, the Sultan of Brunei Darussalam, for innovation of new methods in teaching Arabic language skills. This Communication is a conceptual research paper that aims to demonstrate, albeit partially, a suggested pedagogical framework that is innovated to teach the Arabic language to non-native speakers, whose mother tongue has considerable similarities with the Arabic language, such as Hausa language, Malay language, Urdu language, Yoruba Language, etc. For a demonstration of the suggested pedagogical framework, Malay language is used as a case study. The novelty of this paper lies in demonstrating the possibility of applying i+1 comprehensible input theory to enhance acquisition of the Arabic language skills by the Malay learners, and to show a unique way of strengthening the bondage between the Arabic language and the Malay language, as espoused in the national philosophy and identity of Brunei Darussalam.