The role of linguistic immersion in teaching classical Arabic

Abstract

This article deals with the issue of linguistic immersion and its role in teaching the classical Arabic language, as we shed light on the various applications and experiences that adopted the linguistic immersion strategy, this strategy whose application in teaching Arabic to its children did not have much luck, while we find that it has had better luck in several countries. Western, the experiences that we will present are represented in the Canadian experience at the Western level, and the two experiences of Al- Danan and Ali Al-Arbaeen at the Arab level, which adopted one procedural path represented in the oral level of the Arabic language, and the target group is represented by children of pre-school age, and the approach applied in the study is The direct approach based on constant communication and actual practice of the classical Arabic language to reach the stage of language proficiency and good communication with it. These experiments relied on multiple linguistic theories, the most important of which is the generative theory