The Rise of “Franco-Arab” among Students: Causes, Consequences, and Solutions

The so-called “Franco-Arab” spread among school students in conversations with each other, whether in the use of study programs, via digital platforms or through social networking sites, or in electronic games, which aroused the curiosity of educational bodies and educators, to find out the reasons for the spread, and how to address This phenomenon, by educating students.

He urged their parents to follow up and guide their children towards using the Arabic language. And “Franco-Arab” is a “language” that communicates in English writing and Arabic pronunciation, and letters are used with English numbers to clarify the pronunciation for speakers of that “language.”

It is known that it appeared with the emergence of electronic games, and among its first users were those who played these games because the Arabic language was not available through gaming applications, years ago, until it spread and invaded most digital platforms.

Teachers confirmed that they could not decipher this “inventive language” and used, so they were keen to direct students to always use the Arabic language in communication, to enhance the concept of its spread, and to overcome these practices. In the same context, parents confirmed that they see their children using it, and tried to find out Its symbols are to decipher the words, but they struggle greatly in understanding it.

6 directions

Mahmoud Bakri, head of the Arabic language department at Al-Maarif School, considered that “Franco-Arab” is one of the strange phenomena among a large group of students, and it represents a metamorphosis of the discourse languages.

Where the words are written in their Arabic pronunciation, but using English letters and numbers, and it was necessary for educational institutions, departments of the Arabic language, and all concerned with the language to address this phenomenon, although the greatest burden falls on the teachers of the Arabic language, for their role in bridging the gap between students and their Arabic language, by Through 6 directions, including linking students to their Arab and cultural identity, so that they realize the value and importance of the Arabic language.

And training students to use the language, and not just memorizing the rules and topics for the exam, meaning that the language is taught as a language, not just as a subject, in addition to integrating students with the Arabic language, through its four skills (reading, writing, listening, and speaking).

Shukri emphasized the importance of bringing the Arabic language closer to young people, with its easy terms, away from concave words, as well as presenting models that show the beauty of the Arabic language from poetic poems and sweet prose models, so that they can realize the beauty of it, and expand their participation in initiatives that deal with skills. The Arabic language, such as: the Arab Reading Challenge initiative, and the month of reading.

He added: Such phenomena are considered a societal responsibility, as young people are like a rushing train, which needs skilled leadership in order to continue on the right path, and not derail.

Cons and tips

Ahmed Siam, a teacher at GEMS International Private School, Al Khail Branch, said: The use of the “Franco language” or “Franco-Arab” – as some call it – is a widespread phenomenon among male and female students of this generation.

In short, it is communication in text messages or otherwise by using English or Latin letters to write Arabic words or convey their meaning to the reader. It has many negative consequences, the most important of which is that the writer loses many written communication skills acquired in the Arabic language, not to mention the poor meaning and scarcity of aesthetics.

He added, “This new language or method of writing is not subject to any grammatical or spelling rules, which contributes to the weakening of our Arabic language, which we are keen to restore to its usual status in the hearts of our students.”

Fasting advised students to write words using the Arabic language, thus developing their language, and activating the automatic correction feature on a computer or mobile phone, a feature that helps avoid many spelling errors, and add some aesthetic expressions in writing, which is difficult to find in languages. The other, it also adds a lot of fun while writing Arabic content.

Dr. Marwa Ali Muhaya, Head of the Arabic Language Department at JSS Private School, pointed out the importance of implementing awareness workshops for students in schools, and introducing the importance of adopting the Arabic language as a language of communication among students, in order to promote its spread.

Therefore, it was necessary to warn and direct not to use “Franco-Arab” inside the educational institution via computers, in addition to educating them not to use it outside the school or on communication sites, and to preserve the Arabic language, and he said: When non-native students learn Standard Arabic, they make it a language of communication, During Arabic language classes, they are proud of learning it and practicing it in their daily lives.

For his part, Aladdin Salah Ahmed Ali, assistant director and educational trainer at GEMS Group, said: The Arabic language is the language of the Holy Qur’an, the eternal language, which occupies a distinguished position among the languages ​​of the world, due to its rich meanings, vocabulary and clarification, so it must be preserved, and this It is a shared responsibility between the family and educational institutions.

Aladdin Ali stressed that the family is the main pillar in teaching the Arabic language, followed by the school and society. Therefore, it is necessary to encourage the new youth to speak eloquently, encourage and promote the use of the Arabic language, and make it the first language for communication between family and friends.

In public life, in writing or via phones, social networks and the Internet, and the school must also encourage students through dictation, composition, creative writing and recitation competitions. ahead of his students.

pride

The educational and psychological consultant, Dr. Maisa Abdullah, considered that young people and adolescents use “Arabized English” to brag and brag, and make an effort to learn it correctly, and take the speed of writing it as a measure of leadership in using it among themselves, and use it as a “coded language” among themselves, in the belief that they are not They understand those around them to write and read them, so that their secrets will not be revealed, and this makes them more free.

Therefore, parents had to confront some undesirable practices, which some students quote by transforming the sound language of speech into incomprehensible dialects, for the purpose of meeting needs and purposes, which express their desires in incorrect ways.

Dr. Maysa Abdullah stressed the importance of introducing them to the importance of the Arabic language, and the need to adhere to it in communication and understanding with society, and to clarify the role of the Arabic language and its use in our discussions and dialogues, in order to develop expression and speaking skills in a prestigious manner, and to move away from all practices alien to our Arab society.