The Role of Arabic Language Pedagogy in Enhancing Foundational Literacy among Pre-Service Teachers: Evidence from Jigawa State College of Education and Legal Studies, Ringim

This study investigates the role of Arabic language pedagogy in strengthening foundational literacy among pre-service teachers at Jigawa State College of Education and Legal Studies (JSCOELS), Ringim, Nigeria. Drawing on institutional-based research (IBR), the research explores how teaching methodologies—ranging from Grammar–Translation to interactive and digital approaches—impact literacy outcomes such as reading accuracy, comprehension, fluency, and writing skills. Using a mixed-methods design involving surveys, classroom observations, and focus group discussions with 120 pre-service teachers, the study highlights significant differences in literacy outcomes across pedagogical approaches. Findings suggest that while Grammar–Translation fosters reading accuracy, interactive and blended methods better enhance comprehension and fluency, and digital approaches show promise for writing skills. The results underscore the importance of curriculum innovation, capacity building, and integration of ICT to improve Arabic pedagogy and align it with Nigeria’s Foundational Literacy and Numeracy (FLN) agenda.