QUran Language Integrated Learning

1. Q U R A N L A N G U A G E I N T E G R A T E D L E A R N I N G
P O W E R E D B Y Q S O F T V . 8 . 0 3
QuLIL by
ELRA

2. WHY QUR’ANIC RESOURCES?
 Integral-Holistic
 Vertical Language (First Language/Arabic First)
 English as a second language (tools for learning)
 Paradigm shift in the global era
 Multiple Intelligence, creativity
 Polyglot tendency (prulingual)

3. VERTICAL VS.HORIZONTAL
QUR’AN, arabic TORAH, hebrew (ibriyah) BIBLE, aramaic (suryani)
Language classification: Afro-Asiatic, Semitic, Central, South, Arabic
Dialects: Classical Arabic, Koranic Arabic, Modern Literary Arabic, Modern
Standard Arabic, Quranic Arabic
Also spoken in: United Arab Emirates, Bahrain, Djibouti, Denmark, Algeria,
Egypt, Eritrea, Israel, Iraq, Jordan, Comoros, Kuwait, Lebanon, Libya, Morocco,
Oman, Palestinian West Bank and Gaza, Qatar, Sudan, Somalia, Syria, Chad,
Tunisia, Tanzania, Yemen, Indonesia, South East Asia, China
Region: Widespread. Also in Algeria, Bahrain, Chad, Comoros, Denmark,
Djibouti, Egypt, Eritrea, Iraq, Israel, Jordan, Kuwait, Lebanon, Libya,
Mauritania, Morocco, Oman, Palestine, Qatar, Somalia, Sudan, Syria, Tanzania,
Tunisia, United Arab Emirates, Western Sahara, Yemen.
http://www.verbix.com/maps/where-do-they-speak/
https://www.ethnologue.com/statistics/family

4. Literature Review
 NAK Linguistic miracle and
divine speech program
 Du Coyle on CLIL
 Pimsleur and A.J Hoge method
(drilling on listening)
 Computational Linguistic (qsoft)

5. 4c Du coyle plus Quran
 Content: progression in knowledge and
skills;
 Communication : interaction and using
language to learn;
 Cognition: engagement: thinking and
undertanding;
 Culture: self and other awareness/
citizenship.

6. MODEL QuLIL
 Successful language learning can be achieved when
people have the opportunity to receive instruction, and
at the same time experience real-life situations in
which they can acquire the language.
 What QuLIL can offer to learners of any age, is a more
natural situation for language development which
builds on Qur’anic forms of learning. This natural use
of language can boost a learner’s motivation towards
learning languages. It is this naturalness which
appears to be one of the major platforms for CLIL’s
importance and success in relation to both language
and other subject learning.

7. Áine Furlong, W.I.T., February 2009
Challenge 1
Transforming
content
into
comprehensible
input
1. Sensitisation :
Sensorial
Cognitive
Plurilingual
Communicative
approaches
2. Research:
Mapping one’s
understanding.
Task-based
Learning.
Learner
Autonomy.
Challenge 2
Generating
comprehensible
output
3. Development :
Learner takes
responsibility
for sharing
knowledge.
4. Consolidation
(language)
and
synthesis
(content):
Lexical, cognitive
and communicative
approaches

8. Stages
1. The first stage aims to trigger cognitive operations such as
‘noticing’ (Skehan 1998). The act of noticing is the result of
another cognitive operation, namely, recognising. This is
reminiscent of the story telling approach at primary level. The
methodologies are cognitive, plurilingual and communicative
2.During the second stage, autonomous principles are
encouraged. Task-based learning also comes into play.
3.In the development phase, students take responsibility for the
teaching of certain aspects of the content (cognitive and
communicative methodologies)
4.The last stage consolidates the language and synthesises the
new knowledge by introducing conceptual tasks around the
initial topic (Bloom’s taxonomy is a useful tool). Lexical,
cognitive, communicative approaches

9. QLIL Principle
 CONTENT
Progression in knowledge, skills and
understanding related to specific elements of
Quranic curriculum.
 COMMUNICATION
Using language to learn - whilst learning to use
language.
 COGNITION
Developing thinking skills which link concept
formation, understanding and language
 CULTURE
Exposure to alternative perspectives and
shared understandings.

10. Principle in using the language
 Language is a system which relates what is being talked
about (content) and the means used to talk about it
(expression). Linguistic content is inseparable from
linguistic expression. In subject matter learning we
overlook the role of language as a medium of learning and
in language learning we overlook the fact that content is
being communicated.
 Paradox???

11. KS1
Construct meaning from texts
KS2
Guess the meaning of unknown words
by using pictorial and contextual clues
Identify key words for the main idea
in a sentence
Understand the information on the
book cover and contents page
Recognise the features
of some common text types
Progressive Development of Language Skills
from KS1 to KS2
Work out the meaning of unknown words by
using word association, visual clues,
context & knowledge of the world
Skim a text to obtain the main ideas
Understand intention, attitudes
and feelings conveyed in a text
Understand the information provided on
the book cover, index and glossary
Recognise the features of a variety of
text types

12. The critical aspects of literacy development
Vocabulary knowledge
Comprehension
Reading texts
Aspects of writing
Aspects of speaking
Phonics
Phonemic awareness
Concepts about print
Unconstrained skills
Constrained skills

13. The cornerstones of quality literacy teaching
Explicit Systematic
Balanced Integrated
Task 1

14. The Four Literacy Resources model
When effective literacy learners interact with texts, they
draw on these four resources in an integrated way.
Literacy capabilities
Code-breaking
resources
Meaning–making
resources
Text-using
resources
Text-analysing
resources
Task 2

15. Excerpts From ELRA modul
 Summary of the Qur’an
 Why Mahjuuran
 Story of Robert Davilla