Transliteration As a Pedagogical Scaffold In Introductory Arabic Instruction For Non-Native Learners

Abstract

Teaching Arabic to non-native beginners presents challenges, especially when learners encounter unfamiliar sounds and a new writing system. Many instructors use transliteration to support pronunciation and initial comprehension, although its educational value remains debated. This study examines transliteration as a temporary instructional scaffold in early Arabic learning for non-native beginners. Conducted with students enrolled in introductory Arabic classes at Mindanao State University–Iligan Institute of Technology, the study draws on the concept of educational scaffolding in second language pedagogy. Using classroom observation and learner feedback, it investigates how transliteration influences pronunciation and reading accuracy, reduces initial learning challenges, and facilitates the transition to Arabic script. The findings suggest that when used strategically and temporarily, transliteration supports phonological awareness and learner confidence without replacing mastery of Arabic orthography. The study proposes a balanced approach that employs transliteration as a transitional learning scaffold rather than a permanent instructional tool. The findings highlight the importance of withdrawing transliteration as learners gain greater independence.