Methods of teaching arabic to non native speakers a comparative study of darul huda islamic university in India and Madrasah Aljunied al Islamiah in Singapore

Abstract

This research undertakes an in-depth comparative study of pedagogical approaches used to teach Arabic to non-native speakers. The study focuses on two distinct institutions: Darul Huda Islamic University (DHIU) in India and Al-Junied Islamic School in Singapore. The impetus for this research stems from the observation that while students of Arabic in Kerala's language institutions often possess excellent proficiency in writing and grammar, they frequently lag behind in conversational fluency. The primary objectives of this study were to identify the teaching methods followed by both institutions, evaluate their respective language learning goals, and specifically assess the effectiveness of these methods in enhancing students' speaking skills. The researcher collected necessary data through rigorous scientific methods, including classroom observation, interviews with teachers and students, and comprehensive curriculum analysis. Key findings indicate significant differences in the teaching methods adopted by the two institutions. Darul Huda primarily follows the traditional Grammar–Translation Method. This approach successfully enables students to acquire a deep understanding of Arabic grammar rules, conduct detailed analysis of classical texts, and achieve superior skills in reading and writing. In contrast, Al-Junied Islamic School employs a Communicative Approach. Here, language usage within everyday life contexts forms the core of instruction. This method creates a vibrant and dynamic learning environment in the classroom, allowing students to develop natural conversation skills and fluency. The comparative analysis clearly demonstrated that while DHIU students have a strong theoretical and structural foundation in the language, Al-Junied students show a definite advantage in conversational proficiency. The study further revealed that Al-Junied benefits from better teacher competency in communication, specialized training in speaking skills, and access to modern language learning aids. The communicative, interaction-centric approach adopted by Al-Junied plays a crucial role in developing verbally articulate students. In this context, the research proposes a balanced pedagogical model for Arabic language instruction—one that integrates the strong linguistic foundation provided by the Grammar– Translation Method with the vital communicative competence fostered by the Conversational Approach. To enhance the effectiveness and vitality of Arabic language teaching in both institutions, the study offers several practical recommendations. These include integrating communicative methods into DHIU’s curriculum, providing specific communication skill training for teachers, periodically revising the curriculum, and creating more real-life language practice opportunities in both settings. The research concludes optimistically that bridging the gap between theoretical knowledge and practical application will lead to greater completeness in Arabic language acquisition.