Qur'anic school sermons as a site for sacred and second language socialisation

Moore, Lee R.

doi:10.1080/01434632.2013.783036

Cited by 11 publications

(3 citation statements)

References 17 publications

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“…While the teaching and learning of Qur'anic texts continued to be the primary activity, some teachers expanded the curriculum to include collective instruction on prayer and the basic tenets of Islam. Other innovations were the teaching of songs and short weekly sermons in which Arabic texts were glossed with Fulfulde and explicitly linked to the children's daily lives (Moore 2013). Several teachers and parents explained to me that these new practices made Qur'anic schooling more appealing and motivating for children, particularly those who participated in public schooling.…”

Section: Changes In Religious Education and Arabic Learningmentioning

confidence: 99%

“…Only a minority of Fulbe participated in ''modern'' Islamic schooling, but over time this movement may transform the relationship between religious learning and Arabic learning in the Maroua Fulbe community (Moore 2013). Since my fieldwork, private Islamic schools have continued to grow in size and number, with girls outnumbering boys (van Santen 2014).…”

Section: Change and Variation In Religious Language Policymentioning

confidence: 99%

“…The recitation of Qur'anic texts is central to Islamic devotional practices and celebrations, including the five daily prayers, observance of Ramadan, and marriage and naming ceremonies. Sermons are built around Classical Arabic texts, with imams speaking solely in Arabic or weaving Arabic into predominantly Fulfulde homilies (Kouega and Baimada 2012;Moore 2013). Qur'anic texts in various forms are central to traditional healing practices (Santerre 1973;cf., Perrino 2002).…”

Section: Arabic and The Maroua Fulbementioning

confidence: 99%

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Change and variation in family religious language policy in a West African Muslim community

Moore

2015

Lang Policy

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This article examines variation in family religious language policy in a Muslim community in West Africa. Taking an ethnographically grounded case study approach, I situate families' choices with regards to their children's religious (language) education within the larger linguistic, social, and cultural context, focusing on new influences on Islamic education and Arabic learning in the community and the wider region during a period of Islamic resurgence. I examine families' religious education choices with particular attention to what they mean for children's Arabic learning and what they say about families' orientations toward Arabic. This article is based on a language socialization study of seven young Fulbe children into three languages (Fulfulde, Arabic, and French) at home, Qur'anic school, and public school in northern Cameroon. Changes in the religious, linguistic, and educational landscape of the region are reflected in the variation within and among four focal families with respect to how they organized and envisioned their children's religious study and Arabic language learning. In presenting ethnographic research conducted at the intersection of religious language policy, language education policy, and family language policy, my goal is to further our understanding of how private choices are connected to forces in the public sphere, giving rise to changes in the ways faith, language, and learning are practiced and conceptualized.

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Section: Changes In Religious Education and Arabic Learningmentioning

confidence: 99%

Section: Change and Variation In Religious Language Policymentioning

confidence: 99%

Section: Arabic and The Maroua Fulbementioning

confidence: 99%

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