The Use of CALL in Teaching Arabic as a Foreign Language in South Africa: Towards an Inclusive and Digital Divide Approach
DOI:
https://doi.org/10.53286/arts.v7i4.2908Keywords:
Arabic, CALL, Digital Inclusion, Gamification, Hybrid LearningAbstract
This conceptual study explores the potential application of Computer-Assisted Language Learning (CALL) tools in teaching Arabic as a foreign language (AFL) in South Africa, with a particular emphasis on inclusion and bridging the digital divide. Drawing on the author's ongoing work on a forthcoming book, this paper surveys a range of technological tools, from traditional desktop-based applications to more recent innovations including Web 2.0 platforms, gamification environments, and emerging artificial intelligence (AI) tools. The study argues that while technological advancements in language education offer exciting possibilities, especially for enhancing engagement and self-directed learning, it is essential to adopt a balanced approach that accounts for the socio-economic and infrastructural realities of underprivileged communities in South Africa. Rather than advocating for the wholesale replacement of traditional tools, the study promotes a hybrid model that integrates both established and emerging technologies in a pedagogically sound and context-sensitive manner. By mapping the landscape of available tools and considering their potential for inclusivity and accessibility, this study contributes to ongoing discussions around equitable digital transformation in language education. It also sets the stage for future empirical research that could assess how these tools are adopted and adapted in real classroom settings.
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