THE ESSENCE AND STRUCTURE OF THE ARABIC LANGUAGE COMPETENCE OF ISRAELI SECONDARY SCHOOL STUDENTS
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Abstract
This article addresses the ambiguity surrounding the concept of competence, as identified in prior studies. It highlights the lack of a universally agreed-upon definition, citing complex and overlapping interpretations encompassing skills, performance, and knowledge. Through a comprehensive review of existing research, the authors assert that competence's nuanced and precise meaning is context-dependent. Specifically, the article delves into language competence, examining its components in both general and school contexts. Focusing on Israeli high schools functioning in the multilingual environment, the authors offer a refined understanding of the essence and structure of the school students’ Arabic language competence.
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