Download Free An Investigation Of Issues Associated With Teaching And Learning Arabic For Us Students Book in PDF and EPUB Free Download. You can read online An Investigation Of Issues Associated With Teaching And Learning Arabic For Us Students and write the review.

Arabic is gaining ground in U.S. Universities and new Arabic programs have been established. American Students0́9 registration in Arabic classes has increased rapidly in recent years. Through my participation for several years as a teaching assistant in the university where this research is conducted and lecturer of Arabic in other American institutions, I have noticed that American students face major difficulties in learning Arabic as a foreign language. There are striking conceptual and structural dissimilarities between Arabic and English. Arabic presents certain types of phonological, morphological and syntactical difficulties to the English-speaking students. Not enough research has explored the factors influencing learning Arabic and the teaching materials used in class. To this end, this study investigates the challenges that American students face in learning Arabic and explores the factors influencing learning Arabic in reading and writing. The data of this study was collected in a Midwestern university. A teacher and six American students learning Arabic were interviewed and observed in class to see the difficulties they face in learning Arabic and the factors that impact their learning. Students0́9 tests and homework were assessed. The study critically assesses the teaching and learning of Arabic, and provides some recommendations that are peculiar to the study setting as well as to the general field of teaching Arabic as a foreign language in the United States. Findings suggest that extra curricular activities should be promoted in teaching and learning Arabic in U.S. universities.
The first of its kind aimed specifically at teachers of Arabic and instructors-in-training, this book is a practical and helpful resource for information about curricula, methods, goals, testing, and research. It should also be of interest to teachers of other less-commonly taught languages (LCTLs), who struggle with similar issues.
Drawing on the collective expertise of language scholars and educators in a variety of subdisciplines, the Handbook for Arabic Language Teaching Professionals in the 21st Century, Volume II, provides a comprehensive treatment of teaching and research in Arabic as a second and foreign language worldwide. Keeping a balance among theory, research and practice, the content is organized around 12 themes: Trends and Recent Issues in Teaching and Learning Arabic Social, Political and Educational Contexts of Arabic Language Teaching and Learning Identifying Core Issues in Practice Language Variation, Communicative Competence and Using Frames in Arabic Language Teaching and Learning Arabic Programs: Goals, Design and Curriculum Teaching and Learning Approaches: Content-Based Instruction and Curriculum Arabic Teaching and Learning: Classroom Language Materials and Language Corpora Assessment, Testing and Evaluation Methodology of Teaching Arabic: Skills and Components Teacher Education and Professional Development Technology-Mediated Teaching and Learning Future Directions The field faces new challenges since the publication of Volume I, including increasing and diverse demands, motives and needs for learning Arabic across various contexts of use; a need for accountability and academic research given the growing recognition of the complexity and diverse contexts of teaching Arabic; and an increasing shortage of and need for quality of instruction. Volume II addresses these challenges. It is designed to generate a dialogue—continued from Volume I—among professionals in the field leading to improved practice, and to facilitate interactions, not only among individuals but also among educational institutions within a single country and across different countries.
Drawing on the collective expertise of language scholars and educators in a variety of subdisciplines, the Handbook for Arabic Language Teaching Professionals in the 21st Century, Volume II, provides a comprehensive treatment of teaching and research in Arabic as a second and foreign language worldwide. Keeping a balance among theory, research and practice, the content is organized around 12 themes: Trends and Recent Issues in Teaching and Learning Arabic Social, Political and Educational Contexts of Arabic Language Teaching and Learning Identifying Core Issues in Practice Language Variation, Communicative Competence and Using Frames in Arabic Language Teaching and Learning Arabic Programs: Goals, Design and Curriculum Teaching and Learning Approaches: Content-Based Instruction and Curriculum Arabic Teaching and Learning: Classroom Language Materials and Language Corpora Assessment, Testing and Evaluation Methodology of Teaching Arabic: Skills and Components Teacher Education and Professional Development Technology-Mediated Teaching and Learning Future Directions The field faces new challenges since the publication of Volume I, including increasing and diverse demands, motives and needs for learning Arabic across various contexts of use; a need for accountability and academic research given the growing recognition of the complexity and diverse contexts of teaching Arabic; and an increasing shortage of and need for quality of instruction. Volume II addresses these challenges. It is designed to generate a dialogue—continued from Volume I—among professionals in the field leading to improved practice, and to facilitate interactions, not only among individuals but also among educational institutions within a single country and across different countries.
An essential collection of empirical studies on the TAFL (teaching Arabic as a foreign language) classroom experience, by leading professionals in the field Although teaching Arabic as a foreign language (TAFL) has grown inexorably in recent decades, there is a dearth of empirical research on the TAFL classroom experience. In this insightful volume, Dalal Abo El Seoud brings together up-to-date practice-based research and conceptual contributions by eighteen professionals in the field. These address a wide range of challenges in teaching Arabic as a foreign language and ways of overcoming them with a clear eye to twenty-first-century language-learning skills, which advocate communication, collaboration, critical thinking, and creativity. The chapters address curriculum design, teaching Arabic to non-English speakers, trends in the use of technology, motivating students, teaching Arabic language varieties, and teaching language skills. This volume will be an invaluable resource for teachers and teachers in training of TAFL and for scholars and researchers in the field. Contributors: Dalal Abo El Seoud, The American University in Cairo, Cairo, Egypt Hagar Lotfy Amer, The American University in Cairo, Cairo, Egypt Wael M. Asfour, independent scholar, Cairo, Egypt Mona Azzam, State University of New York at Binghamton, New York, USA Mahmoud Al-Batal, The American University of Beirut, Beirut, Lebanon Nino Ejibadze, Tbilisi State University, Tbilisi, Georgia Shereen Y. El Ezabi, The American University in Cairo, Cairo, Egypt Mohamed Ibrahim, Kafrelsheikh University, Kafr al-Sheikh, Egypt Mimi Melkonian, Brunswick School, Greenwich, Connecticut, USA Haitham S. Mohamed, University of California, Berkeley, Berkely, California, USA Joanna Natalia Murkocinska, Nicolaus Copernicus University in Toruń, Poland. Heba Salem, The American University in Cairo, Cairo, Egypt Mohamed Sawaie, University of Virginia, Charlottesville, Virginia, USA Laila Al-Sawi, The American University in Cairo, Cairo, Egypt Paweł Siwiec, Jagiellonian University, Cracow, Poland Iman Aziz Soliman, The American University in Cairo, Cairo, Egypt Przemysław Turek, Jagiellonian University, Cracow, Poland Shahira Yacout, The American University in Cairo, Cairo, Egypt
Case Method and the Arabic Teacher: A Practical Guide compiles original case studies that address the unique challenges of teaching Arabic at the high school level. The book's engaging and accessible classroom scenarios reflect the experiences of a diverse group of Arabic teachers working in a variety of educational settings ranging from elite private schools to large public schools with low income student populations. In the case studies, teachers offer compelling accounts of the political, institutional, and curricular issues they encountered not only in their classrooms, but also in their wider schools and communities. Combining research-based methodology with firsthand pedagogical narratives, this book is a valuable resource for teachers, teacher trainers, researchers, and other stakeholders who support the teaching of Arabic.
This book analyzes how Arabic teachers develop the cultural awareness of their high school students. Featuring face-to-face conversations with educators about integrating Arabic culture into the language classroom, this study highlights the complexities that characterize Arabic cultural awareness in a post-9/11 world. This book proves that increasing cultural awareness in the classroom facilitates the Arab language learning process.
This landmark volume offers an introduction to the field of teaching Arabic as a foreign or second language. Recent growth in student numbers and the demand for new and more diverse Arabic language programs of instruction have created a need that has outpaced the ability of teacher preparation programs to provide sufficient numbers of well-qualified professional teachers at the level of skill required. Arabic language program administrators anticipate that the increases in enrollment will continue into the next decades. More resources and more varied materials are seriously needed in Arabic teacher education and training. The goal of this Handbook is to address that need. The most significant feature of this volume is its pioneer role in approaching the field of Arabic language teaching from many different perspectives. It offers readers the opportunity to consider the role, status, and content of Arabic language teaching in the world today. The Handbook is intended as a resource to be used in building Arabic language and teacher education programs and in guiding future academic research. Thirty-four chapters authored by leaders in the field are organized around nine themes: *Background of Arabic Language Teaching; *Contexts of Arabic Language Teaching; *Communicative Competence in Arabic; *The Learners; *Assessment; *Technology Applications; *Curriculum Development, Design, and Models; *Arabic Language Program Administration and Management; and *Planning for the Future of Arabic Language Learning and Teaching. The Handbook for Arabic Language Teaching Professionals in the 21st Century will benefit and be welcomed by Arabic language teacher educators and trainers, administrators, graduate students, and scholars around the world. It is intended to create dialogue among scholars and professionals in the field and in related fields--dialogue that will contribute to creating new models for curriculum and course design, materials and assessment tools, and ultimately, better instructional effectiveness for all Arabic learners everywhere, in both Arabic-speaking and non-Arabic speaking countries.
The Arabic Classroom is a multicontributor work for trainee and in-service teachers of Arabic as a foreign language. Collected here is recent scholarly work, and also critical writing from Arabic instructors, Arabists and language experts, to examine the status of the teaching and learning of Arabic in the modern classroom. The book stresses the inseparability of the parameters of contexts, texts and learners in the effective Arabic classroom and investigates their role in enhancing the experience of teaching and learning Arabic. The book also provides a regional perspective through global case studies and encourages Arabic experts to search for better models of instruction and best practices beyond the American experience.