1. Qualifying students for studying Arabic and Islamic sciences in Arabic
There are many Muslim students, whether from Muslim countries like Turkey and Malaysia or Non-Muslim countries like the European countries, who do not know Arabic and want to study Islamic sciences. They realize that the key to get access to these sciences is mastering Arabic as it is the language of the Qur’an and the Hadith and the language spoken by the Prophet’s Companions, the Righteous Forefathers and the scholars of the Ummah. Thus they recognize that they could not understand the Holy Quran, arrive at the meanings of the Sunnah, or become aware of the rich Islamic heritage unless they get deeply acquainted with this language. Therefore, this series, in the first place, targeted this group of students. This does not at all mean excluding the aspect of communication or ignoring the modern language and its correct methods. However, this is away from the spoken dialects which are not at all included in the series as they are not important for the students of the Islamic (Shari’a) science according to the designers’ belief. They rather distract students from mastering the classical Arabic and being declinable. Then the series is concerned with Qur’anic words as key words of the sentences included therein, whether in the standard language which helps to understand the heritage language or in the nowadays commonly used sentences which are in harmony with the language of heritage in terms of adhering to the rules of pronunciation, grammar, morphology and semantics, even if this language seems close to spoken language in the modern age. The series could, through focusing on Qur’anic words on one hand and seeking the modern methods of creating dialogues on the other hand, integrate authenticity with modernity. Thus the series have become in the first place an assistant for students of Shari’a studies and a means to achieve the benefit sought by all students of Arabic no matter how different their goals are, noting that the first aim is essential and of priority.
2. Enhancing linguistic sufficiency for the trainee
The learner of the language is more a trainee than a learner. Learning is important in acquiring a language. However, information given to students is not enough for acquiring the language. Rather, practicing the language by training methods, through which students experience examples of life situations and how to express them, is a must. This is the method that enhances what is called sufficiency or the linguistic sufficiency. The linguistic sufficiency is the ability of the typical speaker/listener to produce, depending on implied rules, an infinite number of sentences that lead the speaking process. As a result, in order for students or trainees to gain this sufficiency, they need intensive training which transforms the language into the natural level, which makes them close to the native speaker in terms of listening and performance. This series is extremely concerned with practices that develop the ability of trainees to compose Arabic sentences, to the extent that its lessons become practices not giving information. However, these practices are for educational purposes not for assessment purposes. The goal of them is to enable trainees to understand the expressions included in them in a right way which is not only limited to superficial analysis and synthesis. This is called a linguistic sufficiency.
3. Giving trainees the ability to communicate with Arab speakers verbally and in writing and to perfect the linguistic phrases needed for communication
Because the process of learning the language is a skillful practice, the goal of the teaching books is to enable trainees to master the linguistic skills, speaking, reading, listening and speaking. Since communication is one of the most important goals of language learners and trainees to master it, the series is widely concerned with the speaking and writing skills because they are the means of effective communication. In addition to that, the series is concerned with the linguistic forms which qualify trainees for the highest levels of interaction, understanding and making others understand. Thus the series added to the traditional focus on the four linguistic skills the focus on integral skills such as composition, grammar, dictation and handwriting. That is because communication needs such integral skills and perfecting them in order to reach the level of linguistic sufficiency and the good interaction with native speakers whether writers and speakers as producers, or listeners and readers as receivers, which forms the process of the linguistic communication.
4. Providing trainees with the needed Arab culture, which enables them to think and judge using the Arabic language
One cannot master Arabic unless he/she learns it hand in hand with its culture. Although the series is concerned with the Ottoman culture in addition to the Arab culture, it does not go away from its goal by connecting the language with its native speakers. That is because the Ottoman culture has been an extension for the Arab culture for ages through which culture moved from the pre-Islamic era, through the Islamic eras, and to the contemporary culture. Thus it is necessary in each book aiming at teaching Arabic to focus on the Arab culture throughout the Arab ages. The Ottoman culture is integrated in a huge part with the Arab culture throughout ages. Therefore, trainees will find something about the Arab culture before Islam, after Islam, through the age of the Ottomans, and reaching the modern age. Linking language with its history and the culture of its native speakers, whether ancient or modern, enables trainees to understand it more, which makes them think through it and have their own judgments according to its contexts familiar to native speakers, and this enables them to be like native speakers or close to them in expressing, conversing, speaking and understanding. This is needed by learners of Arabic in general and students of Shari’a sciences in particular.
5. Presenting the Arab and Islamic culture in a way that corresponds with international cultures
The Arab and Islamic culture has contributed to the international culture, and it has been influenced by it. Each isolated culture will keep isolated in its people, time and place. Since the Arab culture is an international one as it carries a timeless message because of its relation to the Islamic religion which is international in its nature, it is a duty to present the Arab culture while highlighting this intrinsic aspect. That is why the series provided Arab and cultural milestones with an international and humanitarian aspect. It also focused on the common moral values and the necessity of dealing with others, respecting them and creating a dialogue with them by what is best. Thus the linguistic context which is practiced by students in the series serves as a good player in the intercultural dialogue and a highlighter of high values believed in by Muslims and recognized by people of other cultures. Texts therein are encouraging to vision the Islamic culture through an international perspective, as the Islamic culture is the core of the Arab culture, and serve in cooperation and coexistence among peoples and in enhancing high humanitarian values. By this, the series carries a moral message in addition to its educational one, without being superficial, as the Arab and Islamic culture carries this message, enhances it and calls for it.
Our vision is to teach Arabic for foreign learners, attaching it to the Islamic culture with its different manifestations by benefiting from the most recent teaching courses, in order to make foreign learners as native speakers.
Our mission is to teach Arabic for foreign learners in an attractive course adopting Qur’anic words with integration of skills and parallel activities which meet the needs of the recipient.
The curriculum mainly targeted those who wanted to study Arabic language to be able to study Islamic (Shari’a) sciences. Never the less, it didn’t ignore the needs of other students by covering the basics of Arabic language for life.