Development of Arabic Language Curriculum Focused on Diversity and Inclusion

Muhammad Thohri

doi:10.32332/annabighoh.v26i1.31-50

Authors

Muhammad Thohri Universitas Islam Negeri Mataram

DOI:

https://doi.org/10.32332/annabighoh.v26i1.31-50

Keywords:

Arabic Curriculum, Diversity, Inclusion, Inclusive Education, Curriculum Development

Abstract

This literature review explores the development of an Arabic language curriculum prioritizing diversity and inclusion in an interconnected global context. It aims to formulate a curriculum catering to learners from diverse cultural backgrounds, abilities, and learning preferences, ensuring fair access and meaningful engagement. The methodology involves an extensive literature review, expert consultations, and data collection through surveys, interviews, and focus group discussions. Thematic coding and triangulation facilitate data analysis, revealing the importance of integrating diverse perspectives and inclusive pedagogical approaches. The study emphasizes nurturing an inclusive learning environment that embraces differences and fosters mutual respect. It highlights implications for educators, curriculum developers, and policymakers, stressing deliberate efforts to address diversity and inclusion within Arabic language education. Inclusive practices can effectively address diverse learner needs, promote cross-cultural understanding, and cultivate belonging. This research advances inclusive language education and encourages further exploration in this critical field.

Downloads

Download data is not yet available.

References

Alghazo, Sharif, Mohd Nour Al Salem, and Imran Alrashdan. “Stance and Engagement in English and Arabic Research Article Abstracts.” System 103 (2021). https://doi.org/10.1016/j.system.2021.102681.

Ali, Majid, Aseel Alsreaya, Abdulrahman Alqarzi, Yazeed Alzahrani, Ibrahim Alhomood, Abdulaziz Alruhaimi, Abdulrahman Hijri, et al. “Exploring the Effectiveness of Pharmacy Curriculum in Saudi Arabia in Developing Leadership Skills among Pharmacy Students from Their Perspective: A Mixed-Methods Study.” Saudi Pharmaceutical Journal 32, no. 4 (2024). https://doi.org/10.1016/j.jsps.2024.101995.

Almalky, Hussain A., and Abdalmajeed H. Alrabiah. “Predictors of Teachers’ Intention to Implement Inclusive Education.” Children and Youth Services Review 158 (March 2024): 107457. https://doi.org/10.1016/j.childyouth.2024.107457.

Aloudah, Nouf M. “Qualitative Research in the Arabic Language. When Should Translations to English Occur? A Literature Review.” Exploratory Research in Clinical and Social Pharmacy 6 (2022). https://doi.org/10.1016/j.rcsop.2022.100153.

Al-Thanyyan, Suha S., and Aqil M. Azmi. “Simplification of Arabic Text: A Hybrid Approach Integrating Machine Translation and Transformer-Based Lexical Model.” Journal of King Saud University - Computer and Information Sciences 35, no. 8 (2023). https://doi.org/10.1016/j.jksuci.2023.101662.

Bahou, Younès, Mohamed Hédi Maaloul, and Emna Boughariou. “Towards the Supervised Machine Learning and the Conceptual Segmentation Technique in the Spontaneous Arabic Speech Understanding.” Procedia Computer Science 117 (2017): 225. https://doi.org/10.1016/j.procs.2017.10.113.

Baroudi, Mazen, Isabel Goicolea, and Anna-Karin Hurtig. “The Good, the Bad, and the Why: How Do Arabic-Speaking Migrant Men Perceive and Experience Information and Services Related to Sexual and Reproductive Health in Sweden?” Journal of Migration and Health 7 (2023). https://doi.org/10.1016/j.jmh.2023.100153.

Calafato, Raees, and Fei Tang. “The Status of Arabic, Superdiversity, and Language Learning Motivation among Non-Arab Expats in the Gulf.” Lingua 219 (2019): 24–38. https://doi.org/10.1016/j.lingua.2018.11.003.

Cissé, Aïcha, and Andrew Rasmussen. “Qualitative Methods.” In Comprehensive Clinical Psychology. Elsevier, 2022. https://doi.org/10.1016/B978-0-12-818697-8.00216-8.

Creswell, John W., and J. David Creswell. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications, 2022.

Dagar, Chirag. “Workplace Well-Being: Making a Case for ‘Psychological’ Diversity and Inclusion.” Development and Learning in Organizations: An International Journal 38, no. 2 (2024): 20–22. https://doi.org/10.1108/DLO-03-2023-0083.

Dmitrieva, Anna, Antonina Laposhina, and Maria Lebedeva. “A Comparative Study of Educational Texts for Native, Foreign, and Bilingual Young Speakers of Russian: Are Simplified Texts Equally Simple?” Frontiers in Psychology 12 (2021). https://doi.org/10.3389/fpsyg.2021.703690.

Dong, Li. “A Complex, Dynamic Systems Theory Perspective on Grit, Grammar Knowledge, and Their Relationship among High-School Students: A Longitudinal Time Series Analysis Study.” Current Psychology 43, no. 8 (2024). https://doi.org/10.1007/s12144-023-04918-1.

Fitriyah, Tika, Muhammad Afif Amrulloh, and Afif Kholisun Nashoih. “Word Formation in Arabic: A Morphological Analysis of Egyptian-Produced Snacks.” An Nabighoh 25, no. 2 (2023): 163. https://doi.org/10.32332/an-nabighoh.v25i2.7700.

Gleason, Benjamin, and Stefania Manca. “Curriculum and Instruction: Pedagogical Approaches to Teaching and Learning with Twitter in Higher Education.” On the Horizon 28, no. 1 (2019): 1–8. https://doi.org/10.1108/OTH-03-2019-0014.

Gonzalez-Dogan, Shyla. “Linguistic Othering and ‘Knowledge Deserts’: Perspectives on Arabic Use in Linguistically Diverse Islamic Institutions.” Linguistics and Education 71 (2022). https://doi.org/10.1016/j.linged.2022.101076.

Hady, Rosli, and Ulyan Nasri. “Innovative Learning: Utilizing Card Sort Media to Amplify Arabic Vocabulary Understanding in NW Lenek Junior High School.” Jurnal Ilmiah Profesi Pendidikan 8, no. 3 (2023). https://doi.org/10.29303/jipp.v8i3.2101.

Hart, Chris. Doing a Literature Review: Releasing the Research Imagination. Second edition. London: SAGE Publications Ltd, 2018.

Hung, Shiu-Wan, Min-Jhih Cheng, Chen-En Hou, and Nai-Rong Chen. “Inclusion in Global Virtual Teams: Exploring Non-Spatial Proximity and Knowledge Sharing on Innovation.” Journal of Business Research 128 (2021): 599. https://doi.org/10.1016/j.jbusres.2020.11.022.

Husnawadi, Husnawadi, and Ulyan Nasri. “Fanatic and Fanaticism from the Perspective of Islamic Law and Islamic Education Perspective.” Jurnal Ilmiah Profesi Pendidikan 8, no. 3 (2023): 2018. https://doi.org/10.29303/jipp.v8i3.2112.

Im, Jinyoung, Yeasun K. Chung, and Dazhi (Daisy) Qin. “Exploring Diversity, Equity, and Inclusion in Hospitality and Tourism Firms through the Organizational Justice and Stakeholder Theories.” Tourism Management 95 (2023). https://doi.org/10.1016/j.tourman.2022.104662.

Johnstone, Christopher, and Hayley Niad. “Curriculum and Inclusive Education: Universal Design for Learning as a ‘Traveling’ Phenomenon.” In International Encyclopedia of Education(Fourth Edition), 440–46. Elsevier, 2023. https://doi.org/10.1016/B978-0-12-818630-5.03076-1.

Kaddoura, Sanaa, and Reem Nassar. “EnhancedBERT: A Feature-Rich Ensemble Model for Arabic Word Sense Disambiguation with Statistical Analysis and Optimized Data Collection.” Journal of King Saud University - Computer and Information Sciences 36, no. 1 (2024). https://doi.org/10.1016/j.jksuci.2023.101911.

Khoirurrijal, Khoirurrijal. “Stakeholders’ Perception of Vision, Mission, Objectives, and Its Implications on Curriculum Development.” An Nabighoh 25, no. 2 (2023): 147. https://doi.org/10.32332/an-nabighoh.v25i2.7485.

Knight, Dawn, Tess Fitzpatrick, Steve Morris, Bethan Tovey-Walsh, Helen Prosser, and Emyr Davies. “Corpus to Curriculum: Developing Word Lists for Adult Learners of Welsh.” Applied Corpus Linguistics 3, no. 2 (2023). https://doi.org/10.1016/j.acorp.2023.100052.

Kong, Siu-Cheung, and Yi-Qing Wang. “The Impact of School Support for Professional Development on Teachers’ Adoption of Student-Centered Pedagogy, Students’ Cognitive Learning and Abilities: A Three-Level Analysis.” Computers & Education 215 (2024). https://doi.org/10.1016/j.compedu.2024.105016.

Kvamme, Ole Andreas. “Curriculum and the United Nations’ Sustainable Development Goals.” In International Encyclopedia of Education (Fourth Edition), 406. Elsevier, 2023. https://doi.org/10.1016/B978-0-12-818630-5.03071-2.

Lahiri-Roy, Reshmi, and Ben Whitburn. “Precarious Inclusion : A Collaborative Account of Casualisation and Teaching Leadership Challenges at the Post-Pandemic University.” Qualitative Research Journal 23, no. 5 (2023): 501. https://doi.org/10.1108/QRJ-12-2022-0160.

Leung, Enoch, Julia Adams-Whittaker, Kristen Sha, and Tara Flanagan. “Evaluating Canadian Pre-Service Educator Programs in Response to Changing Diversity and Inclusion Needs.” International Journal of Educational Research Open 6 (2024). https://doi.org/10.1016/j.ijedro.2024.100326.

Lieto, Antonio, Gian Luca Pozzato, Manuel Striani, Stefano Zoia, and Rossana Damiano. “DEGARI 2.0: A Diversity-Seeking, Explainable, and Affective Art Recommender for Social Inclusion.” Cognitive Systems Research 77 (2023): 1–17. https://doi.org/10.1016/j.cogsys.2022.10.001.

Manan, Abdul, and Ulyan Nasri. “Tantangan Dan Peluang Pendidikan Bahasa Arab: Perspektif Global.” Jurnal Ilmiah Profesi Pendidikan 9, no. 1 (2024): 256. https://doi.org/10.29303/jipp.v9i1.2042.

Motawy, Yasmine S., and Susanne K. Abou Ghaida. “Educational Concerns in Arabic Picture Books.” In International Encyclopedia of Education (Fourth Edition), 678. Elsevier, 2023. https://doi.org/10.1016/B978-0-12-818630-5.07067-6.

Mukuka, Angel. “Data on Mathematics Teacher Educators’ Proficiency and Willingness to Use Technology: A Structural Equation Modelling Analysis.” Data in Brief 54 (2024). https://doi.org/10.1016/j.dib.2024.110307.

Mullins, Philippa, Tigranuhi Hakobyan, and Mara Harutyunyan. “In Conversation with Normativity: Perceptions and Disruptions of Inclusive Education in Armenia.” Children and Youth Services Review, 2024. https://doi.org/10.1016/j.childyouth.2024.107540.

Nalbantoğlu, Ümran Y., and Nilay T. Bümen. “Changes in the Curriculum Adaptation Skills of Teachers as a Result of Professional Development Support: A Turkish Case Study.” Teaching and Teacher Education 137 (2024). https://doi.org/10.1016/j.tate.2023.104386.

Nasri, Ulyan. “Exploring Qualitative Research: A Comprehensive Guide to Case Study Methodology.” Al-Hikmah : Jurnal Studi Islam 4, no. 3 (2023). http://ejournal.kopertais4.or.id/sasambo/index.php/alhikmah/article/view/5627.

———. Philosophy of Education (Lombok: , 2023). Lombok: CV. Haramain Lombok, 2024.

Nasry, Ulyan, Ulin Nuha, and Yunita Indinabila. “Literature Review and Practical Guide: Bibliographic Research Method in The Formation of Conceptual Framework.” Bimsalabim: Jurnal Ilmiah Ilmu Pendidikan Dan Pembelajaran 1, no. 1 (2024). https://jurnal.iaihnwlotim.ac.id/index.php/salabim/article/view/1113.

New, Melissa L., Timothy Amass, Anna Neumeier, and Tristan J. Huie. “Massive Hemoptysis Simulation Curriculum Improves Performance.” CHEST 165, no. 3 (2024): 645. https://doi.org/10.1016/j.chest.2023.10.013.

Nuryani, Nuryani, Nurul Musyafaah, Baiq Tuhfatul Unsi, and Muhammad Afthon Ulin Nuha. “Student Team Achievement Division (STAD) and Cooperative Learning Model in Balaghah Learning.” An Nabighoh 25, no. 1 (2023): 19. https://doi.org/10.32332/an-nabighoh.v25i1.6446.

Pedlow, K., and C. McFeeters. “Problem Based Learning in Undergraduate Education: A New Era of Curriculum Design.” Physiotherapy 113 (2021). https://doi.org/10.1016/j.physio.2021.10.148.

Rulyandi, Rulyandi, Hairori Sahrul Hafiz, Abdul Haris, and Ulyan Nasri. “Indonesian Language Education as an Agent of Social Change: Sociological and Religious Approaches.” Scholars International Journal of Linguistics and Literature 7, no. 03 (2024): 67–72. https://doi.org/10.36348/sijll.2024.v07i03.001.

Rulyandi, Rulyandi, and Ulyan Nasri. “Building Motivation for Learning Indonesian Language: Psychological and Social Strategies.” Jurnal Ilmiah Profesi Pendidikan 8, no. 3 (2023). https://doi.org/10.29303/jipp.v8i3.2107.

Sahrir, Muhammad Sabri, and Nor Aziah Alias. “A Design and Development Approach to Researching Online Arabic Vocabulary Games Learning in IIUM.” Procedia - Social and Behavioral Sciences 67 (2012): 360. https://doi.org/10.1016/j.sbspro.2012.11.339.

Saigh, Kholood, and Norbert Schmitt. “Difficulties with Vocabulary Word Form: The Case of Arabic ESL Learners.” System 40, no. 1 (2012): 24–36. https://doi.org/10.1016/j.system.2012.01.005.

Schlam Salman, Julia, and Irit Haskel-Shaham. “Noticing and Metalinguistic Awareness in the L2 Writing Process: A Translation-Based Writing Task for L1 Arabic Speakers Preparing to Teach Hebrew as a Second Language.” Journal of Second Language Writing 62 (2023). https://doi.org/10.1016/j.jslw.2023.101065.

Sherif, Sameh M., A.H. Alamoodi, O.S. Albahri, Salem Garfan, A.S. Albahri, Muhammet Deveci, Mohammed Rashad Baker, and Gang Kou. “Lexicon Annotation in Sentiment Analysis for Dialectal Arabic: Systematic Review of Current Trends and Future Directions.” Information Processing & Management 60, no. 5 (2023). https://doi.org/10.1016/j.ipm.2023.103449.

Smail, Gareth. “Politicized Pedagogy in Morocco: A Comparative Case of Teachers of English and Arabic.” International Journal of Educational Development 53 (2017): 151. https://doi.org/10.1016/j.ijedudev.2017.01.007.

Sofa, Faizmailiatus, Yuniarti Amalia Wahdah, R Umi Baroroh, Neli Muna Amalia, and Syifa Nurul Afifah. “Analysis of Assessment of Arabic Receptive and Productive Skills in Arabic Language Book.” An Nabighoh 25, no. 1 (2023): 1. https://doi.org/10.32332/an-nabighoh.v25i1.5764.

Spante, Maria, Anita Varga, and Linnéa Carlsson. “Triggering Sustainable Professional Agency: Using Change Laboratory to Tackle Unequal Access to Educational Success Collectively.” Journal of Workplace Learning 34, no. 2 (2022): 162. https://doi.org/10.1108/JWL-02-2021-0019.

Szczepek Reed, Beatrice, Geraldine Bengsch, Fatma F. S. Said, Jayme Scally, and Ian Davies. “Arabic Language Heritage Schools: The Educational Potential of Celebrating Identity and Diversity.” In Advances in Educational Technologies and Instructional Design, edited by Emilio José Delgado-Algarra and José María Cuenca-López, 148–73. IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1978-3.ch008.

Tachicart, Ridouane, and Karim Bouzoubaa. “Moroccan Arabic Vocabulary Generation Using a Rule-Based Approach.” Journal of King Saud University - Computer and Information Sciences 34, no. 10 (2022). https://doi.org/10.1016/j.jksuci.2021.02.013.

Taner, Gülden, and Ufuk Ataş. “Addressing Diversity in Language Teacher Education: Perspectives on Practicum.” In Advances in Educational Technologies and Instructional Design, edited by Karina Becerra-Murillo and Josefina F. Gámez, 54–75. IGI Global, 2023. https://doi.org/10.4018/978-1-6684-3632-5.ch004.

Uzum, Baburhan, Bedrettin Yazan, Samar Zahrawi, Siham Bouamer, and Ervin Malakaj. “A Comparative Analysis of Cultural Representations in Collegiate World Language Textbooks (Arabic, French, and German).” Linguistics and Education 61 (2021). https://doi.org/10.1016/j.linged.2020.100901.

Vanpee, Katrien. “Multidialectal Approaches and Social Justice Pedagogy: Toward Linguistically and Culturally Diversified Arabic Curricula for the Collegiate U.S. Arabic Classroom.” Critical Multilingualism Studies 11, no. 1 (2024). https://cms.arizona.edu/index.php/multilingual/article/view/287.

Zallio, Matteo, and P. John Clarkson. “Designing the Metaverse: A Study on Inclusion, Diversity, Equity, Accessibility and Safety for Digital Immersive Environments.” Telematics and Informatics 75 (2022). https://doi.org/10.1016/j.tele.2022.101909.