THE ESSENCE AND STRUCTURE OF THE ARABIC LANGUAGE COMPETENCE OF ISRAELI SECONDARY SCHOOL STUDENTS

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.