Itkan Journal for Academic Research

Abstract

This study examines the role of technology in teaching languages to the youth, with special referrence to the ‘Rosetta Stone’ programme for teaching Arabic. The integration of technology in language teaching has radically changed learning processes and offered innovative solutions, especially in the teaching of a language such as Arabic. This study systematically examines the pedagogical structure of the Arabic module of the Rosetta Stone programme, analysing its curriculum, its approach to language skills (vocabulary, grammar, pronunciation) and its integration. Arabic presents unique learning challenges distinct from other languages due to its non-Latin script, phonological complexities, and diglossic nature (dialectal diversity). Conventional classroom settings often prove inadequate in addressing these challenges comprehensively. Technology plays a critical role in bridging these gaps through interactive content, instant feedback and personalised learning paths. Rosetta Stone has been employing a method called 'immersion' in language learning for over 3 decades. Its basic principle is to present vocabulary and grammar in context, mimicking native language learning. The fact that Rosetta Stone does not focus on dialects used in everyday communication can be seen as a shortcoming. It is recommended to support the learning process with online language exchange platforms or cultural content (films, podcasts). Rosetta Stone is an effective tool that embodies the benefits of technology in Arabic language learning. However, it is essential for the holistic development of language skills to be supported by an extended curriculum and hybrid learning models to cover the socio-cultural dimension of the language.