Information and Communications Technology - ICT - Learn Arabic at supplementary Schools - Project Proposal Writing Assignment Help

 Learn Arabic at supplementary Schools Information and Communications Technology Project Proposal Writing Assignment Help

Assignment Task:

Students will be expected to complete one written assignment of 8,000 words, which will involve the following:
 (i) Designing a piece of research to address a particular educational problem discussing the strengths and limitations of the design.

The assignment is to draft a proposal for the research study that you plan to carry out for your thesis. The notes assume that your study will be empirical, i.e. based on the gathering and interpretation of original evidence. You may need to adapt the structure if your thesis is of a different kind; consult your tutor for advice.

The headings below suggest a possible sequence of argument for the assignment. If you find that some information fits more easily in a different order, use the order that flows naturally.

What is the topic or focus of the study you plan to carry out, and why is it of educational significance? Keep this section brief; it can be at a fairly general level. Information and Communications Technology (ICT) has become increasingly available in schools in the UK in the past decade. Skills in the use of ICT are vital to jobseekers … This assignment sets out a plan for a small-scale study to investigate the use of ICT in the teaching of English at secondary school level …

Introduction

Students’ motivation to learn Arabic at supplementary schools in the UK seems to be an important area of research since it has strong implications on the lives of thousands of Arabs who live in the UK and Europe. Parents of children who study Arabic at supplementary schools in the UK complain that their children do not seem to be interested in learning Arabic, which is essential to maintain their Arab identity. They also feel that their children’s identity is unclear, which might be the reason why they are not keen on learning Arabic. This assignment presents a plan for a study that investigates the factors that influence students’ motivation to learn Arabic at supplementary schools in the UK. It will also investigate the issue of identity with third generation Arab children living in the UK and the relationship, if
any, between learning Arabic and preserving an or Arab or Muslim identity. Context On my last visit to the UK, I delivered a presentation at the Association of
Supplementary Schools in London, England, about how children can be motivated to learn Arabic. It was based on a study I had conducted at a supplementary language
school in Yorkshire a couple of years back. During the presentation, many parents expressed concerns about their children’s identity, which they felt was seriously threatened. A long discussion ensued regarding learning Arabic and the concomitant challenges that transcend learning the language itself to touch upon the
Arab culture and identity. According to parents and principals, children do not attend the Arabic school regularly and find learning Arabic both difficult and uninteresting.

Arabic supplementary schools provide Arabic classes for children and young people on Saturdays. According to the National Resource Centre for Supplementary Education, there are about 3,000-5,000 supplementary schools in England. Such schools offer a range of educational support, but they predominantly focus on teaching Arabic and Holy Quran.

It seems that children from second and third generations living in the UK are facing great challenges and exposed to a great variety of cultural influences. This has led parents to exert strenuous efforts in an attempt to help the children preserve their Arab and Muslim identity. One way to do that has been to enrol their children at supplementary schools which operate on Saturdays. Following that meeting, I started to feel that there is a need investigate the factors influencing children’s motivation to learn Arabic and attend the Arabic school by conducting a large-scale study covering at least 5 supplementary schools in different parts of England. I am also contemplating including supplementary schools in Europe. I am keen to explore how the children and their parents perceive identity. Is identity the
main motivation for parents to enrol their children at Arabic schools? Which identity are the parents worried their children might lose, the Islamic or Arab identity? What is the children’s perception of their own identity? To what extent does the desire of maintaining an Arab identity influence students’ motivation to learn Arabic? How can
interest in the Arabic language be triggered and maintained? This study will attempt to answer some of these questions.

Research Questions

1. How does Arab children’s motivation to learn Arabic at supplementary schools affect their identity?
2. What are the factors that affect Arab students’ motivation to learn Arabic at supplementary language schools?
3. What is influencing Arab students’ motivation to attend the Arabic supplementaryschools?
4. What role does identity play in children’s motivation to learn Arabic at supplementary schools?
5. To what extent does the desire of maintaining an Arab identity influence students’ motivation to learn Arabic?

OR

1. How does Arab children’s concern about their identity affect their motivation to learn Arabic at supplementary schools in the UK?
2. What are the factors that affect Arab students’ motivation to learn Arabic at supplementary language schools?
3. What is influencing Arab students’ motivation to attend the Arabic supplementary schools?
4. What role does identity play in children’s motivation to learn Arabic at supplementary schools?

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