MAJOR CHALLENGES AND PROPOSED SOLUTIONS IN ARABIC LANGUAGE INSTRUCTION AT İMAM HATİP VOCATIONAL HIGH SCHOOLS Some Problems Encountered in Arabic Language Education at Imam Hatip High Schools and Proposed Solutions

Abstract

This study addresses the problems encountered in language education at Imam Hatip High Schools, which are among the main institutions where Arabic is taught in Turkey. Arabic holds vital importance in these schools both for understanding religious texts and for academic goals. However, it is observed that students face various difficulties in learning Arabic during the educational process. These difficulties are not only due to the structural complexity of the language itself but also stem from inadequacies in the educational environment, lack of diversity in teaching methods, low student motivation, and problems related to how the lessons are conducted. In today’s world, developments—especially in technology—require individuals to use not only their native language but also a second language effectively. Considering Turkey’s cultural, geographical, and historical context, Arabic holds an important position as a foreign language. Nevertheless, Arabic education in Imam Hatip High Schools often falls short in developing students’ language skills; this leads to difficulties in understanding religious sources they will encounter in higher education. In learning Arabic, the teacher’s knowledge, experience, and methods used are as decisive as the student’s individual attitude. However, in classroom practices, teachers largely rely on traditional methods, which prevents students from using the language effectively. The lack of listening, speaking, and comprehension-based activities leaves language learning at a superficial level. Moreover, limited course hours, shortage of materials, insufficient use of technology, and the inability of students to use Arabic in daily life make the learning process even more difficult.

In this context, to improve the quality of Arabic education in Imam Hatip High Schools, there is a need for methodological innovations, student-centered approaches, and practices related to the natural use of the language. This study aims to identify the main problems encountered in Arabic teaching and to present solution proposals for these problems.