استخدام تقنيات تعلّم اللغة بمساعدة الحاسوب في تعليم العربية بوصفها لغةً أجنبية في جنوب أفريقيا: نحو مقاربة شاملة لردم الفجوة الرقمية
DOI:
https://doi.org/10.53286/arts.v7i4.2908الكلمات المفتاحية:
تعليم اللغة العربية، التعلّم بمساعدة الحاسوب (CALL)، الشمول الرقمي، التلعيب، التعلم المدمج أو الهجينالملخص
تستكشف هذه الدراسة المفهومية إمكانات توظيف أدوات تعلم اللغة بمساعدة الحاسوب (CALL) في تعليم اللغة العربية للناطقين بغيرها في جنوب أفريقيا. وتركز الدراسة بشكل خاص على قضايا الشمولية وردم الهوّة الرقمية، ويستعرض البحث طيفًا واسعًا من الأدوات التكنولوجية، بدءًا من التطبيقات التقليدية المعتمِدة على الحواسيب المكتبية ووصولًا إلى الابتكارات الحديثة، بما في ذلك منصّات الويب 2.0، وبيئات التلعيب، والأدوات الناشئة في مجال الذكاء الاصطناعي. وترى الدراسة بأنّ التطوّر التقني في ميدان تعليم اللغات يقدّم آفاقًا واعدة، لا سيما في تعزيز التفاعل والتعلّم الذاتي، غير أنّه من الضروري اعتماد مقاربة متوازنة تراعي الأوضاع الاجتماعية-الاقتصادية والبُنى التحتية الهشّة لدى المجتمعات الفقيرة والمحرومة في جنوب أفريقيا. وبدلًا من الدعوة إلى الاستبدال الشامل للأدوات التقليدية، يقترح البحث نموذجًا هجينًا يدمج بين الطرق التقليدية والابتكارات المستجدّة في إطار تربوي رصين يراعي السياق المحلي. ومن خلال رسم خريطة لمشهد الأدوات المتاحة والنظر في إمكاناتها من حيث الشمولية وإتاحة الوصول، تُسهم هذه الورقة في النقاشات الجارية حول التحوّل الرقمي العادل في تعليم اللغات، كما تمهّد لبحوثٍ تجريبية مستقبلية حول كيفية توظيف هذه الأدوات وتكييفها في بيئات صفّية واقعية.
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