3- In the first method there is a combination between language and emotions through which the speaker can give an accurate expression of his feelings. In the second method, language remains second in rank as a means of emotional expression. It rarely reaches the rank of the first language in this concern .

4- The meaning and impact of words are exactly perceived in the first language. It completely matches what the speaker or writer wants to say, this advantage is not found –to the same degree- in the second language.

5- The first language could be completely mastered by all its grammatical and morphological details, while in the second one a lower standard of accuracy is usually required.

6- The beauty and eloquence of the first language is spontaneously tasted and enjoyed with no need of an explanation. However, such beauty and eloquence needs to be explained and highlighted losing much of its value.

7- In the first method the child should not be directed to learn anything except the language, while in the second method he needs much more time knowing that he has many other subjects to learn.

8- The first language negatively affects the learning of the second language in what concerns the linguistic syntax and knowledge concepts.

THE SITUATION of the Arab Student IN LIGHT OF THE THEORETICAL BASIS:

The Arab student joins school after mastering the colloquial language. He(S) mastered this in his peak when he could have easily acquired other nguages as well.

This means that he has already acquired the language by which he should learn various kinds of knowledge. Unfortunately, he gets embarrassed finding the language used to gain knowledge is not the same as the one he mastered. In fact, a totally different one that he has to learn and master so as to understand the other subjects . The student finds himself in a critical situation as he , by the age of six, has already lost most of his intellectual capability to learn languages. The only choice he has is to learn school subjects via a language medium that he has not already mastered.

If we compare the student in the Arab world with an English speaking student, for example, we find that the Arab student has to learn the school subjects and its language at the same time! Things get even worse for this poor student. Why? Because the language used in his/ her school lessons is the colloquial Arabic language. The student never deals with classical Arabic except when he reads or writes.

This situation is far from ideal for the teacher as well, since he explains subjects in the colloquial Arabic language because he does not know the classical language! This is also done to make sure that the students have actually understood the subject.

Meanwhile, the student has no choice but to study these books which are written in classical Arabic.

This student in the Arab world is also asked to pass the exams in classical Arabic! This mess results in the teacher permanently complaining about students' poor performance.

In the meantime, students continue to suffer from the difficulty of the Arabic language and the subjects written in it.

SOME OTHER CONSEQUENT SERIOUS REFLECTIONS MAY BE DETAILED AS FOLLOWS:

1- The student has the subjects explained to him in colloquial Arabic. When he refers to the book he hardly understands what is written, so he seeks the help of a private teacher to re-explain the subject to him.

2- After the student properly understands the subjects, he faces another problem in the exams. What is this? When he is asked to answer in classical Arabic what he has understood, he can only do this by  memorizing the subject and repeating what he has learnt. Did he(s) understand anything? No. Did he actually learn anything? No. It is virtually impossible to memorize the whole book. Hence, he chooses to learn some selected sections.

3-A state of educational retardation occurs due to the big difference between the classical language he finds in the school books and the colloquial one which he speaks.

4- This student, as a result of all that, begins to develop negative attitudes towards his studies and his books. He ignores it and throws it away after the exam with no desire for any future benefit.

5- The Arab student hardly develops an interest in reading written Arabic books. May book publishers consequently complain that they print a small number of books, no more than three thousand copies (for example), with a minor exception: namely school and university books.

6- This student may also lose interest in reading books written in foreign languages.

7- People will begin to think that the Arab world is not a very literate nation.

8- Arab teachers and students' may begin to think that the Arabic language is a difficult one.

9- Due to memorizing subjects without understanding, the student's logic and cognitive advancement may become very limited. This will seriously affect his ability to estimate matters, an expected failure to solve problems in a way that benefits the individual or his nation.

10- One of the worst end results will be the hatred of the Arabic language and this is a disaster waiting to destroy the Arab world.

THE PRACTICAL APPLICATION OF THE SOLUTION:

According to the problem analysis stated above, we conclude that the solution is to exploit the child’s instinctive capability to provide them with the classical Arabic during the school day.

As mentioned before, these ideas have been put into practice with great success.

The following kindergartens are a list of some of the success stories:

1-KUWAIT ARABIC KINDERGARTEN:

Established on 17/9/1988 in Kuwait.

Aiming to instinctively provide children with classical Arabic. Dr. Abdullah Ad – Dannan, the pioneer of this approach, trained the teachers to be fluent when using the classical Arabic language during the school day. The idea achieved great success. Within six months, children began to speak classical Arabic. More than forty press and news reports have been written about this kindergarten.