Why do we not use transliteration in our books?

There are several reasons why transliteration is not commonly used in Arabic learning materials:

1. Preventing laziness: Transliteration can make students reliant on English representations of Arabic words, discouraging them from learning to read and decipher Arabic script. This can hinder their overall development in Arabic language skills, akin to learning to ride a bike with stabilisers, which can hinder the development of proper habits.

2. Avoiding English pronunciation: Transliteration may encourage incorrect pronunciation, as students may be more inclined to pronounce Arabic words with English accents as they are used to making the corresponding English sounds for the English letters instead of the intended Arabic ones. This can be detrimental to mastering correct Arabic pronunciation, particularly with regard to Arabic letters and sounds that do not have direct equivalents in English.

3. Dependence on other learning methods: For students who haven't yet acquired enough Arabic proficiency to decipher Arabic text, other teaching methods, such as teacher dictation or peer learning (Halaqah method), can be employed. Transliteration is not necessary for these methods, as they rely on oral and interactive learning, where students imitate the pronunciation and recitation of more advanced learners. In such circumstances, the textbook serves as a reference and record-keeping tool rather than the primary learning resource. Students can still learn the meaning and translation of Arabic text from these books, even without transliteration.

In conclusion, while transliteration may seem like a helpful tool for beginners, it can have negative consequences on students' Arabic language development and pronunciation. Therefore, it is often avoided in Arabic learning materials in favour of other teaching methods that promote better language skills and pronunciation.