Great Performances Using Quranic Verses in English

By Nevine Kamal and Lubna Almenoar.

Published by The Arts Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Role play and simulations in the classroom have been around for quite a while. However, it was mainly put in the hands of students majoring or in the study of drama and/or theatre. Presently, ELL teachers are using small dialogue of a brief length in the language classroom. Researchers have made conclusive findings in its contribution to the development of the four language skills. Some teachers do not prefer role play and simulations activities because the whole class is not actively involved. In some teachers’ opinion, it is felt that only a few can be up in front of the classroom and be in the spotlight, and the rest of the class may be too idle. Nevertheless, role play and simulations have clear linguistic benefits. During this activity, students practice different verbal skills such as agreeing and disagreeing, expressing oneself in different situational conflicts, negotiation, make decisions, etc. Another benefit of role play and simulations in the classroom is that it brings real life situations into the classroom. The difference between role play and experiential learning is that in experiential learning, students have gone through the experiences in context. However, in role play, students are expected to dive into a role that may be unfamiliar. The unfamiliarity in experience may still be real life situations but it may not be a situation whereby the student has had any experience in. This in itself may be a good thing because the student will have to depend on his new knowledge and his imagination which will inevitably tap on his creativity and develop his speaking skills.

Keywords: Literary Text, Critical Reading Classroom, Quranic Verses in English, Role Play and Simulations, Dialogue

International Journal of the Arts in Society, Volume 5, Issue 5, pp.51-82. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.317MB).

Nevine Kamal

Assistant Lecturer, English Department, British University in Egypt, ElSherouk, Cairo, Egypt

Ms Nevine Kamal is a colleague who works in The English Department at The British University in Egypt. Ms Nevine functions as a prominent modular contributor of material selection in The English Department. Ms Nevine also participates in instruction for students from various faculties in The Writing Centre of The English Department. I appreciate Ms Nevine's creative input, ideas and advice in the production of this paper.

Dr. Lubna Almenoar

Lecturer, English Department, British University in Egypt, Cairo, Cairo, Egypt

I am a U.S. citizen with a PhD in English Literature and Applied Linguistics-Stylistics, as well as a master's degree and a postgraduate teaching diploma in Teaching English as a Second Language. I have taught both in the United States and abroad. My research is in the field of using English language translations of the Quran as material for the teaching of English language and literature to non-native English speakers. I have done extensive work in this area since 1992, and I have accumulated many case studies and classroom observations. Starting from the experience of substituting sections from the Quran for the standard classroom text, I have employed various pedagogical approaches to teaching the Quran as literature - questionnaires, stylistic analysis, comparative studies of different English language translations, linguistic analysis of verses, and so on. I have also organized a forum on this topic with experts in the field. In doing all of this, my intention was not to look at the religious value of the verses, but at the literary value that is so abundant in both the English language translations and the original. I would like to publish and share my research-based findings internationally.


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