Teaching Arabic as a Second Language in Nigeria

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dc.contributor.authorAdam, Sirajudeen
dc.contributor.authorAdebisi, Abdulwahid
dc.date.accessioned2018-07-05T11:58:03Z
dc.date.available2018-07-05T11:58:03Z
dc.date.issued2012
dc.description.abstractLanguage learning as a scientific process and a student-centred activity requires a wide range of planned teaching-learning activities. A number of obstacles hinder the effectiveness of teaching and learning Arabic in Nigeria as a Foreign Language (AFL).This paper situates the search for durable interventions within the context of the present objectives of teaching Arabic in Nigeria, the realities of teaching the subject as a foreign language and the numerous barriers which frustrate the effectiveness of the teaching of the subject in Nigeria. The paper concludes that the haphazardness that characterizes the teaching-learning process has inexorably resulted in the circle of the production of Arabic teachers who lack requisite pedagogical competencies for teaching a foreign language. A number of recommendations are put forward towards ameliorating the situation.en_US
dc.description.sponsorshipSelfen_US
dc.identifier.urihttp://hdl.handle.net/123456789/882
dc.language.isoenen_US
dc.publisherElsevier Ltd.en_US
dc.relation.ispartofseries66 ( 2012 );126 – 135
dc.subjectTeaching Arabicen_US
dc.subjectNigeriaen_US
dc.subjectForeign Languageen_US
dc.subjectPedagogyen_US
dc.titleTeaching Arabic as a Second Language in Nigeriaen_US
dc.typeArticleen_US

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