ABSTRACT
This chapter aims to help Arabic teachers at Australian Islamic schools make Arabic learning experiences more meaningful to Muslim Arabic learners whose profiles, levels, needs and interests are increasingly diverse. The chapter draws on some ideas from the literature on education and language education while remaining sensitive to the Islamic nature of the context. The chapter proposes three principles: at-taʿāruf (knowing one another), at-tšāwur (consultation) and taš-jee’ al-istiklāliy-ya (encouraging autonomy) that can inform the teachers’ viewpoints or approaches. The chapter is divided into three main sections. The first introduces the chapter and its focus. The second provides a contextual background. The third discusses the three principles for engaging with learners and making Arabic learning meaningful. These sections are followed by the conclusion.
