An investigation of pedagogy and assessment for encouraging the creative use of the Arabic language in post-basic school students in the Sultanate of Oman

An investigation of pedagogy and assessment for encouraging the creative use of the Arabic language in post-basic school students in the Sultanate of Oman

Creativity in language use is one of the most important aspects of proficiency that allows individuals to use language in a more sophisticated way which is represented in the capacity to produce fluent, spontaneous discourse, to use metaphors and critical discuss (Davies, 2003). According to Craft (2005), the pedagogical implications of teaching the creative use of language involve being able to describe and understand classroom practice in schools, and being able to construct and develop the language for understanding and the promotion of its creative use.

This study focused on the development of the creative use of the Arabic language among post-basic school students in Oman. In all Arab states, including the Sultanate of Oman, education systems aim to educate students to use the Arabic language creatively by the end of school learning (Alharrasi, 2002). The creative use of Arabic language is very important because it provides students with opportunities to improve their basic language skills, and research skills, and prepare them for the various vital positions that require a fluent tongue. Thus, this study investigated the pedagogy and assessment of encouraging the creative use of the Arabic language in post-basic school students in the Sultanate of Oman. The Creative Use of the Arabic Language (CUAL) is necessary to achieve full potential, educationally, and for lifelong learning. In addition, it aims to provide insights into students' acquisition of skills that enable critical reading; conscious listening, interpersonal communication, and effective expression in both speaking and writing, as well as the ability to participate in classroom learning and develop independent learning strategies to improve communication skills. (Alharrasi, 2002). The study used a mixed methods design. Its data were collected through observing Arabic language teachers (Observational Schedule), administering a questionnaire about their assessment methods, interviewing Arabic language curriculum developers and testing students creative use of Arabic language (CUAL-T, developed by the researcher).

The study found that the students’ CUAL performance was very low and there was a need to provide professional development for teachers to improve their CUAL pedagogy and practice. While they demonstrated some skills in encouraging students’ CUAL there were also serious gaps. It was also found that teachers needed more support for teaching CUAL. Recommendations are made, including development of training plans for Arabic language teachers to encourage students’ CUAL, and the uptake of students’ continuous assessment of their linguistic performance. The study also suggests further research is needed into the design of professional development for Arabic language teachers, and the continued review and evaluation of the impact of pedagogical change on Arabic language learning outcomes and particularly CUAL for post-basic students. It also advises on the need to evaluate Arabic language curricula at various educational stages, and gauge Arabic language teachers’ and students’ attitude towards CUAL teaching and learning.