On Some Challenges for Arabic Teachers Who Teach Students with Experience in Learning a European Language
In the article, we will consider some aspects of teaching Arabic to students who have experience in learning a European language, namely: what linguistic reserve does a student come with, what skills are better developed and what are his unmet needs. All this is necessary to know to solve practical issues both as an individual teacher and in the context of the curriculum. Guided by the methodology created for the training of a specialist in a particular specialty (be it oriental studies, philology, translation, etc.), each teacher one way or another presents his subject, taking into account the student’s already existing experience, considering his requests, satisfying which the methodology ensures the preservation of motivation and also provides an effective intellectual and emotional exchange between a student and a teacher. All this also increases the professional level of a teacher, an organic part of whose work is the flexibility in the selection of materials, taking into account not only the requirements of the program, but also the characteristics of a student’s perception. It is important to note that the following observations are not intended to criticize existing methods as such, nor are they intended to give advice to a professional teacher of Arabic regarding his immediate work. There are some conclusions in order to establish feedback between students and teachers of the Arabic language for a full understanding between a teacher and a student, taking into account their roles in the educational process.