Exploring Critical Language Awareness (Cla) in Arabic Pedagogy: Case Studies at Teaching Colleges in Indonesia – Malaysia

Abstract

Abstract This study explores the practices of Critical Language Awareness (CLA) in Arabic language pedagogy among pre-service Arabic language teachers in teacher education institutions in Indonesia and Malaysia. This is based on the fact that both Indonesia and Malaysia have an official curriculum for Arabic at the school level. This curriculum sets learning objectives, competency standards, and learning materials that must be included in teaching Arabic. The research adopts a qualitative approach using a case study design. Data collection involves participants consisting of students and lecturers from two teacher education institutions in Indonesia and Malaysia, totalling 125 participants, with a breakdown of 100 students and 25 lecturers. Data is collected through observations, interviews, focus group discussions, and document analysis. The data analysis reveals that CLA helps students understand Arabic in a broader context, while effective pedagogy enables interactive, relevant, and diverse teaching of the Arabic language. Combining CLA and effective pedagogy helps students develop a deeper understanding, strong language skills, and higher awareness of Arabic and culture. CLA expands students' understanding of Arabic within its social, political, historical, and cultural contexts. Effective pedagogy in Arabic language learning integrates CLA with diverse, relevant teaching methods that cater to students' needs. Combining CLA and effective pedagogy helps students develop a profound understanding, strong language skills, and intercultural awareness of Arabic and culture.