Literacy in arabic and effective implemetation of junior secondary school islamic studies curriculum in Nigeria
| dc.contributor.author | Abdulraheem, B. | |
| dc.date.accessioned | 2020-02-25T10:54:13Z | |
| dc.date.available | 2020-02-25T10:54:13Z | |
| dc.date.issued | 2017 | |
| dc.description | Staff publications | en_US |
| dc.description.abstract | Literacy in Arabic language is fundamental to the study or practice of Islam because Arabic is the language of liturgy recognised in Islam. Furthermore Arabic is the only means of accessing firsthand and unadulterated information for good understanding of Islam. The rationale behind this is that the Qur'an and Hadith which provide comprehensively unadulterated information about Islam are documented in Arabic. Accessing them through other means by ignoring Arabic will end up in misinformation. So, literacy in Arabic is regarded as the first step in the study or practice of Islam. It must be pointed out that there is a wide gap in teaching and learning Islam studies between ilmiyyah schools and conventional schools most especially in Nigeria. Literacy in Arabic is de-emphasised while Romanisation of Arabic script is encouraged at primary school level to tertiary level. Though both Arabic and English share some linguistic features which make Romanisation of Arabic script feasible, nevertheless, there are areas of difference. The implication of this is that the problem will arise where a particular Arabic linguistic feature lacks equivalence in English. It is noteworthy that the language is very sensitive in the sense that when a word is mispronounced it might produce unintended or wrong meaning. This paper examines the negative effect of encouraging transliteration as alternative means to literacy in Arabic in the teaching and learning of Islamic studies most especially the Qur'anic Arabic. In view ofthis, a strong question mark is put on the absence of a section for literacy in Arabic in the junior secondary school Islamic studies curriculum in spite the fact that the curriculum emphasises the role of Arabic language in understanding of Islamic studies. The paper suggests that a | en_US |
| dc.identifier.citation | Abdulraheem, B. (2017). Literacy in arabic and effective implemetation of junior secondary school islamic studies curriculum in Nigeria. Ad-Dirayah, International Journal of Islamic Studies, 8(1), 1-16. | en_US |
| dc.identifier.issn | 2350-1987 | |
| dc.identifier.uri | https://ir.unilag.edu.ng/handle/123456789/7855 | |
| dc.language.iso | en | en_US |
| dc.publisher | The Department of Islamic Studies, Nasarawa State University, Keffi, Nasarawa State, Nigeria | en_US |
| dc.relation.ispartofseries | Ad-Dirayah, International Journal of Islamic Studies;Vol.8(1) | |
| dc.subject | Literacy in Arabic | en_US |
| dc.subject | Romanization of Arabic script | en_US |
| dc.subject | Islamic studies curriculum | en_US |
| dc.subject | Quranic arabic | en_US |
| dc.subject | Research Subject Categories::HUMANITIES and RELIGION::Religion/Theology::Islamology | en_US |
| dc.title | Literacy in arabic and effective implemetation of junior secondary school islamic studies curriculum in Nigeria | en_US |
| dc.type | Article | en_US |