QURAN LANGUAGE INTEGRATED LEARNING

POWERED BY QSOFT V.8 .03

QuLIL by ELRA

WHY QUR’ANIC RESOURCES?

Integral-HolisticVertical Language (First Language/Arabic

First)English as a second language (tools for

learning)Paradigm shift in the global eraMultiple Intelligence, creativity Polyglot tendency (prulingual)

VERTICAL VS.HORIZONTAL

QUR’AN, arabic TORAH, hebrew (ibriyah) BIBLE, aramaic (suryani)Language classification: Afro-Asiatic, Semitic, Central, South, ArabicDialects: Classical Arabic, Koranic Arabic, Modern Literary Arabic, Modern Standard Arabic, Quranic ArabicAlso spoken in: United Arab Emirates, Bahrain, Djibouti, Denmark, Algeria, Egypt, Eritrea, Israel, Iraq, Jordan, Comoros, Kuwait, Lebanon, Libya, Morocco, Oman, Palestinian West Bank and Gaza, Qatar, Sudan, Somalia, Syria, Chad, Tunisia, Tanzania, Yemen, Indonesia, South East Asia, China Region: Widespread. Also in Algeria, Bahrain, Chad, Comoros, Denmark, Djibouti, Egypt, Eritrea, Iraq, Israel, Jordan, Kuwait, Lebanon, Libya, Mauritania, Morocco, Oman, Palestine, Qatar, Somalia, Sudan, Syria, Tanzania, Tunisia, United Arab Emirates, Western Sahara, Yemen.

http://www.verbix.com/maps/where-do-they-speak/https://www.ethnologue.com/statistics/family

Literature Review

NAK Linguistic miracle and divine speech program

Du Coyle on CLILPimsleur and A.J Hoge method (drilling on listening)

Computational Linguistic (qsoft)

4c Du coyle plus Quran

Content: progression in knowledge and skills;

Communication : interaction and using language to learn;

Cognition: engagement: thinking and undertanding;

Culture: self and other awareness/ citizenship.

MODEL QuLIL

Successful language learning can be achieved when people have the opportunity to receive instruction, and at the same time experience real-life situations in which they can acquire the language.

What QuLIL can offer to learners of any age, is a more natural situation for language development which builds on Qur’anic forms of learning. This natural use of language can boost a learner’s motivation towards learning languages. It is this naturalness which appears to be one of the major platforms for CLIL’s importance and success in relation to both language and other subject learning.

Áine Furlong, W.I.T., February 2009

Stages

1.The first stage aims to trigger cognitive operations such as ‘noticing’ (Skehan 1998). The act of noticing is the result of another cognitive operation, namely, recognising. This is reminiscent of the story telling approach at primary level. The methodologies are cognitive, plurilingual and communicative

2.During the second stage, autonomous principles are encouraged. Task-based learning also comes into play.

3.In the development phase, students take responsibility for the teaching of certain aspects of the content (cognitive and communicative methodologies)

4.The last stage consolidates the language and synthesises the new knowledge by introducing conceptual tasks around the initial topic (Bloom’s taxonomy is a useful tool). Lexical, cognitive, communicative approaches

QLIL Principle

CONTENTProgression in knowledge, skills and understanding related to specific elements of Quranic curriculum.

COMMUNICATIONUsing language to learn - whilst learning to use language.

COGNITIONDeveloping thinking skills which link concept formation, understanding and language

CULTUREExposure to alternative perspectives and shared understandings.

Principle in using the language

Language is a system which relates what is being talked about (content) and the means used to talk about it (expression). Linguistic content is inseparable from linguistic expression. In subject matter learning we overlook the role of language as a medium of learning and in language learning we overlook the fact that content is being communicated.

Paradox???

KS1

Construct meaning from texts

KS2

Guess the meaning of unknown words by using pictorial and

contextual clues

Identify key words for the main ideain a sentence

Understand the information on the book cover and contents page

Recognise the features of some common text types

Progressive Development of Language Skills from KS1 to KS2

Work out the meaning of unknown words by using word association, visual clues, context & knowledge of the world

Skim a text to obtain the main ideas

Understand intention, attitudes and feelings conveyed in a text

Understand the information provided on the book cover, index and glossary

Recognise the features of a variety of text types

The critical aspects of literacy development

Vocabulary knowledge

Comprehension

Reading texts

Aspects of writing

Aspects of speaking

Phonics

Phonemic awareness

Concepts about print

Unconstrained skills

Constrained skills

The cornerstones of quality literacy teaching

Explicit Systematic

Balanced Integrated

Task 1

The Four Literacy Resources model

When effective literacy learners interact with texts, they draw on these four resources in an integrated way.

Literacy capabilities

Code-breakingresources

Meaning–making resources

Text-usingresources

Text-analysingresources

Task 2

Excerpts From ELRA modul

Summary of the Qur’anWhy MahjuuranStory of Robert Davilla