Deconstructing Arabic Language Learning: A Bridge between Philosophical Analysis and Pedagogical Innovation
DOI:
https://doi.org/10.21111/lisanudhad.v12i2.47Keywords:
Deconstruction, Arabic Language Learning, Philosophy of Education, PedagogyAbstract
Conventionally, Arabic language learning is often trapped in a doctrinal system that prioritizes grammar and the beliefs of native speakers, thereby limiting its meaning in the context of global communication. This study aims to deconstruct the metaphysical concepts underlying Arabic language learning and to bridge or interpret the relationship between philosophical analysis and pedagogical innovation in Arabic language learning. Using descriptive qualitative methods and a literature study approach, this article analyzes the principles of deconstruction initiated by Jacques Derrida and applies them to understand the paradigm structure in Arabic language learning. Several deconstructions were found in Arabic language learning that dismantled several strategies, such as the role of teachers, learning resources, learning methods, and learning evaluation. The results of this study proposed an innovative Arabic language learning model that can be used as a practical guide for teachers and curriculum designers to integrate a deconstructive approach into their teaching materials.
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