مشاكل اللغة العربية في نيجيريا

The Arabic language faces many hurdles in its expansion and progress in the non-Arab world internationally. This time our focus is the multi-lingual community Nigeria. Nigeria is a country of languages, where there are hordes of mother tongues (dialects) , an official language and then there is a religious language as well. It is very tough to focus on the Arabic language in this myriad of languages though; it enjoys a historic status and prestige there. A few reasons for this lack of focus on Arabic language Nigeria are as follow: 1. The British colonialism and its treacherous role to downplay the Arabic language. 2. To segregate Arabic from Muslim Ummah in Nigeria, the colonialists thus promoted English and French as official administrative languages. 3. Dearth of text books in Arabic at primary and secondary level. Moreover there are no well equipped language laboratories to develop Arabic in Nigeria. 4. The stranded economic state of the country. 5. The scarcity of Arabic press houses in Nigeria and lack of interest in the Arabic language by the general public. A few suggestions to promulgate and develop the Arabic language in Nigeria are as follow: a. Students’ attention needs to be drawn towards the Arabic language as a modern and rich language. For this all the available resources need to be exhausted. b. The Arabic language centres should be developed where proficient teachers should teach Arabic. The present faculty for Arabic should do refresher courses in Arabic to enhance their capabilities. c. The availability of Arabic text books to cater the various levels of the students is made possible. A committee should monitor the overall process and progress of Arabic language in Nigeria. d. The Nigerian government should play an active role in the development and progress of the Arabic language in Nigeria

Impact of Peer Tutoring on Development of Reading Skills of Children in Primary Schools of Karachi

Education is an effort to bring the variation of human nature through the various method of knowledge to meet educational goals and challenges. Peer tutoring is a definite system of peer knowledge. It includes a learner tutoring alternative where pairs are characteristically of different educational standing and occasionally different ages like cross-age tutoring as well as same age tutoring. Peer tutoring is the most reliable education practiced method in all over the world, now which is employed in Pakistan too. The definitive description of peer tutoring is "a method of education in which pupils assistance each other and study. Peer tutoring plays significant role in education and has possibly happened in approximately manifestation since the start of development. The purpose of this research is to employ the well-known processes of common peer tutoring and class wide peer tutoring to accelerate a current peer tutoring process that can be applied with a less involvement of teacher association. This research studies the impact of concerning peer tutoring at school and family tutoring at home on child reading accomplishment and shows the involvement of parents in their children’s education and showing their progress and knowledge with the schools as well as tutors at home. The present study is, therefore determined to explore the effectiveness of peer tutoring in comparison to conventional method of teaching in Pakistan. The population of the present study was primary schools of district west Karachi Orangi town. For this sake 164 primary students were selected by convince sampling technique in Orangi town Karachi schools. There were I to V classes student were involve this study, in 60 students parents also involve in this study and they trained by teachers during seminars and parents teachers meeting on the whole session 2014-15. A self-prepared achievement test made by researcher which has covered five main objectives to enhance the reading skill in these students. A test was conducted by experimental and control groups and results were organized and categorized into tabularization form and compute Mean, Standard Deviation, and Coefficient of variation also data analyzed by t-test and Analysis of variance ANOVA. The study result concludes that the cross-age tutoring pairing students in grade one to three were more beneficial than same-age tutoring. But in class four the research hypothesis was rejected and the result concludes that the same-age tutoring pairing students in grade four was more beneficial than c ross-age tutoring. The study result also suggests that parents involvement in the peer tutoring programmed, perform as an active understanding tutor of their students by learning a modest set of guidelines. Though all the students contributing in the programme developed their reading command, nevertheless their character (tutor o tutee) or having support of their family or not, the consequences recommend that contribution of family is the adaptable which describes in the greatest way, the development in reading command, thus, it is the main manipulating element. According to present research the result bring about some suggestion that the percentage of family participation attained by learners who scored above the average was higher than their peers who revealed more necessities of provision in the reading understanding part, therefore approving the effort stated by the teachers concerning the participation of the students families with more education complications and necessities. The results proved that the learners realized the accuracy and reliability of common peer tutoring.