THE ETHICAL DILEMMA OF ARABIC TEACHERS IN USING ENGLISH LANGUAGE TO TEACH ARABIC IN ISLAMIC SECONDARY SCHOOLS IN GHANA

Abstract

This paper seeks to assess the dilemma of Arabic teachers in using English language to teach Arabic in Islamic secondary schools in Ghana. Two (2) hypotheses were formulated and tested to find out the obstacles faced by Arabic teachers in terms of their teaching experience and language of instruction. A descriptive research design is used. The population comprises Arabic teachers in Islamic secondary schools in Ghana. The study utilizes a quantitative method of data collection. Data collected is analyzed using T-test and Analysis of Variance. A questionnaire was used for data collection with a reliability value of 0.70. The results have shown that there is no significant difference in the use of English language in teaching Arabic on the basis of experience and there is no significant difference in the use of English language in teaching Arabic in Islamic secondary schools based on language of instruction. Based on the findings, it was advised that Arabic teachers need more capacity building in order to find solutions to the issues preventing Ghana from producing quality Arabic language learners.