The universality of Arabic and the pedagogies of Arab countries: عالمية العربية وبيداغوجيات الدول العربية

Rania Ahmed Rashid Shaheen Rania Ahmed Rashid Shaheen

doi:10.26389/ajsrp.r030821

Abstract

The research “The Arab world and its pedagogies” dealt with two tracks, the first track: Arabic between Semitic and the components of global languages, and the second track: pedagogies specific to strengthening the status of the Arabic language, using the descriptive method, and it stemmed from several questions raised by the virtual reader about the reasons for including the Arabic language within International and Semitic languages, and the relationship between the terms (global- international- official), and the most important components of the Arabic language that made it among the international languages. Language and international policies that serve the Arabic language.

Highlights

‫‪Department of Arabic Language and Studies Emirates || Higher College of Technology || Sharjah- Boys || UAE‬‬ ‫‪Abstract: The research “The Arab world and its pedagogies” dealt with two tracks, the first track: Arabic between Semitic‬‬ ‫‪and the components of global languages, and the second track: pedagogies specific to strengthening the status of the Arabic‬‬ ‫‪language, using the descriptive method, and it stemmed from several questions raised by the virtual reader about the‬‬ ‫‪reasons for including the Arabic language within International and Semitic languages, and the relationship between the‬‬ ‫‪terms, and the most important components of the Arabic language that made it among the‬‬ ‫‪international languages
‫ العين الإخبارية‬.‫ الإمارات تعزز مكانة اللغة العربية بمبادرات ومراكز بحثية‬.2018 .‫ مروة‬،‫ عبد المقصود‬.https://al- ain.com/article/arabic- uae- mohamed- ben- rached

Summary

Introduction

‫‪Department of Arabic Language and Studies Emirates || Higher College of Technology || Sharjah- Boys || UAE‬‬ ‫‪Abstract: The research “The Arab world and its pedagogies” dealt with two tracks, the first track: Arabic between Semitic‬‬ ‫‪and the components of global languages, and the second track: pedagogies specific to strengthening the status of the Arabic‬‬ ‫‪language, using the descriptive method, and it stemmed from several questions raised by the virtual reader about the‬‬ ‫‪reasons for including the Arabic language within International and Semitic languages, and the relationship between the‬‬ ‫‪terms (global- international- official), and the most important components of the Arabic language that made it among the‬‬ ‫‪international languages.

Results

Conclusion