Bayna ḥatmiyyati al-lughati al-faṣīḥati wa wāqi‘iyyati al-‘āmiyyati: i‘ādatu an-naẓari fī at-takāmuli fī manāhiji ta‘līmi al-‘arabiyyati li-ghayri an-nāṭiqīna bihā.

Mahmoud Essa

doi:10.20414/nazhair.v3i1.617

Authors

Mahmoud Abd ElFattah Ibrahim Essa Universiti Teknologi Mara https://orcid.org/0009-0001-2596-1786

DOI:

https://doi.org/10.20414/nazhair.v3i1.617

Keywords:

تعليم العربية لغير الناطقين بها؛ الازدواجية اللغوية؛ الكفاية الاجتماعية اللغوية؛ الكفاية التواصلية؛ التكامل في المنهج.

Abstract

The relationship between Standard and colloquial Arabic in teaching Arabic to non-native speakers reflects a sociolinguistic reality in which the two varieties serve different communicative functions. This study examines how the literature has addressed their integration, the theoretical and pedagogical bases supporting it, and how their relationship is organized within the curriculum. It employs a focused integrative review with an analytical corpus of 21 sources, supported by four foundational or contextual sources, combining earlier scholarship with recent studies concentrated primarily on 2018–2026. The literature was analyzed according to the timing of variety introduction, the location and means of integration, and the educational and communicative functions assigned to each variety. The review shows that an important strand of research has moved beyond treating Standard and colloquial Arabic as competing alternatives toward considering their integration in relation to communicative, sociolinguistic, and pragmatic competence, although institutional implementation remains uneven. It also identifies multiple forms of curricular organization rather than a fixed proportion or single model applicable to all programs. The study concludes that integration is pedagogically valuable when the relationship between the two varieties is organized according to communicative context and purpose.

تتناول هذه الدراسة قضية التكامل بين اللغة الفصيحة والعامية في تعليم العربية لغير الناطقين بها في ضوء واقع اجتماعي لغوي تتباين فيه وظائف التنوعين باختلاف السياقات والأغراض التواصلية. وتهدف إلى تحليل معالجة الأدبيات لهذا التكامل، وبيان أسسه النظرية والتربوية، والكشف عن الكيفية التي نُظمت بها العلاقة بين التنوعين داخل المنهج. واعتمدت الدراسة مراجعة تكاملية موجّهة، استند تحليلها إلى 21 مصدرًا، مع الاستعانة بأربعة مصادر تأسيسية أو سياقية. وجمعت المراجعة بين أعمال تأسيسية ودراسات حديثة تركز أساسًا على الفترة 2018–2026. وحُللت الأدبيات في ضوء ثلاثة أبعاد رئيسة: توقيت تقديم التنوعين، وموضع التكامل ووسائله، والوظائف التعليمية والتواصلية المرتبطة بكل منهما. وتبين أن جانبًا من الأدبيات انتقل من المفاضلة بين اللغة الفصيحة والعامية إلى بحث إمكان التكامل بينهما في ضوء الكفاية التواصلية والاجتماعية اللغوية والتداولية، مع تفاوت واضح في الممارسة المؤسسية. كما تكشف الأدبيات عن صور متعددة لتنظيم التكامل، منها التقديم المتزامن، والتدريس المتوازي المنسق، والإدماج في المواد والأنشطة، وربط استعمال التنوعين بالمهمة والسياق والوظيفة التواصلية أو التعليمية. ولا تقدم الأدلة أساسًا لنسبة ثابتة بينهما أو لنموذج واحد يصلح لجميع البرامج. وتخلص الدراسة إلى أن القيمة التربوية للتكامل تكمن في تنظيم العلاقة بين اللغة الفصيحة والعامية بما يساعد المتعلم على استعمال موارده اللغوية بما يلائم السياق والغرض التواصلي.

Author Biography

Mahmoud Abd ElFattah Ibrahim Essa, Universiti Teknologi Mara

Lecturer in Arabic Language Education, Academy of Language Studies, Universiti Teknologi MARA (UiTM), Terengganu Branch, Malaysia.

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