Arabic instruction and literacy in Javanese Muslim schools
Arabic instruction and literacy in Javanese Muslim schools
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爪哇穆斯林学校的阿拉伯语教学和扫盲
DOI：
10.1515/ijsl.1983.42.83
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发表时间：
1983
期刊：
影响因子：
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通讯作者：
Sidney R. Jones
中科院分区：
文献类型：
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作者：
Sidney R. Jones
当上帝的话语以外语启示时，宗教对虔诚的人来说变得更加复杂，而在一个不同语言和不同文字用于不同目的的环境中，识字变得更加复杂。在非阿拉伯语、多语言社会的穆斯林学校中出现的问题最为明显-爪哇的传统穆斯林学校就是一个很好的例子。阿拉伯语不仅是所有好穆斯林都必须学习的阿拉伯语，而且还必须与用爪哇语书写的爪哇语、用阿拉伯语书写的爪哇语、用爪哇语书写的阿拉伯语、用阿拉伯语书写的马来语和用罗马字母书写的印度尼西亚语共存。在本文中，我将研究阿拉伯语和阿拉伯语识字的功能，与不同群体的学校服务，并评估这些其他语言和文字的存在如何影响其中提供的教育性质。
Religion becomes more complicated for the devout when the Word of God is revealed in a foreign tongue, and literacy becomes more complicated in a setting where different languages and different scripts are used for different purposes. The problems that arise are demonstrated nowhere so clearly as in Muslim schools in non-Arabic-speaking, multilingual societies — traditional Muslim schools in Java are a case in point. Not only is Arabic, written in Arabic script, the language all good Muslims must learn, but it has had to coexist with Javanese written in Javanese script, Javanese written in Arabic script, Arabic written in Javanese script, Malay written in Arabic script, and Indonesian written in Roman letters. In this paper, I will examine the function of Arabic and Arabic literacy in relation to different groups served by the schools and assess how the existence of these other languages and scripts affected the nature of the education offered therein.