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Author: Munther Younes
Publisher: Routledge
ISBN: 1317580702
Category : Language Arts & Disciplines
Languages : en
Pages : 74
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Book Description
Leading teacher of Arabic, Munther Younes, explores the realities of teaching Arabic as a foreign language (AFL) and outlines his groundbreaking approach to instruction, tried and tested over many years at Cornell University. The Integrated Approach to Arabic Instruction introduces teachers to the features of an integrated Arabic program—one that simultaneously teaches the two varieties of the language, Modern Standard Written Arabic, fuṣḥā, and the dialect, āmmiyya, in a way that reflects the authentic practice of native Arabic speakers. This pedagogy, Younes argues, is the most logical, effective and economical method of instruction as it prepares students fully for the realities of the Arabic diglossic situation. Younes takes teachers through the following ground: Consideration of the current Arabic sociolinguistic situation and key debates in the field Outline of changing student goals and the needs of the modern AFL learner Overview of the Integrated Approach covering its rationale, features, implementation methods and usage of instructional materials in the classroom Response to objections to the Integrated Approach, outlining its advantages over alternative practices and clarifying crucial issues in practice The Integrated Approach to Arabic Instruction addresses a pressing issue deeply relevant to the world of Arabic language instruction, placed in the practical context of shifting attitudes among students and educators. It will be an essential resource for all teachers of Arabic as a Foreign Language.
Author: Munther Younes
Publisher: Routledge
ISBN: 1317580702
Category : Language Arts & Disciplines
Languages : en
Pages : 74
Get Book Here
Book Description
Leading teacher of Arabic, Munther Younes, explores the realities of teaching Arabic as a foreign language (AFL) and outlines his groundbreaking approach to instruction, tried and tested over many years at Cornell University. The Integrated Approach to Arabic Instruction introduces teachers to the features of an integrated Arabic program—one that simultaneously teaches the two varieties of the language, Modern Standard Written Arabic, fuṣḥā, and the dialect, āmmiyya, in a way that reflects the authentic practice of native Arabic speakers. This pedagogy, Younes argues, is the most logical, effective and economical method of instruction as it prepares students fully for the realities of the Arabic diglossic situation. Younes takes teachers through the following ground: Consideration of the current Arabic sociolinguistic situation and key debates in the field Outline of changing student goals and the needs of the modern AFL learner Overview of the Integrated Approach covering its rationale, features, implementation methods and usage of instructional materials in the classroom Response to objections to the Integrated Approach, outlining its advantages over alternative practices and clarifying crucial issues in practice The Integrated Approach to Arabic Instruction addresses a pressing issue deeply relevant to the world of Arabic language instruction, placed in the practical context of shifting attitudes among students and educators. It will be an essential resource for all teachers of Arabic as a Foreign Language.
Author:
Publisher:
ISBN: 9781315740614
Category : Education
Languages : ar
Pages : 66
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Book Description
Leading teacher of Arabic, Munther Younes, explores the realities of teaching Arabic as a foreign language (AFL) and outlines his groundbreaking approach to instruction, tried and tested over many years at Cornell University. The Integrated Approach to Arabic Instruction introduces teachers to the features of an integrated Arabic program--one that simultaneously teaches the two varieties of the language, Modern Standard Written Arabic, fuṣḥā, and the dialect,āmmiyya,in a way that reflects the authentic practice of native Arabic speakers. This pedagogy, Younes argues, is the most logical, effective and economical method of instruction as it prepares students fully for the realities of the Arabic diglossic situation. Younes takes teachers through the following ground: Consideration of the current Arabic sociolinguistic situation and key debates in the field Outline of changing student goals and the needs of the modern AFL learner Overview of the Integrated Approach covering its rationale, features, implementation methods and usage of instructional materials in the classroom Response to objections to the Integrated Approach, outlining its advantages over alternative practices and clarifying crucial issues in practice The Integrated Approach to Arabic Instruction addresses a pressing issue deeply relevant to the world of Arabic language instruction, placed in the practical context of shifting attitudes among students and educators. It will be an essential resource for all teachers of Arabic as a Foreign Language.
Author: Munther Younes
Publisher: Routledge
ISBN: 1317580699
Category : Language Arts & Disciplines
Languages : en
Pages : 114
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Book Description
Leading teacher of Arabic, Munther Younes, explores the realities of teaching Arabic as a foreign language (AFL) and outlines his groundbreaking approach to instruction, tried and tested over many years at Cornell University. The Integrated Approach to Arabic Instruction introduces teachers to the features of an integrated Arabic program—one that simultaneously teaches the two varieties of the language, Modern Standard Written Arabic, fuṣḥā, and the dialect, āmmiyya, in a way that reflects the authentic practice of native Arabic speakers. This pedagogy, Younes argues, is the most logical, effective and economical method of instruction as it prepares students fully for the realities of the Arabic diglossic situation. Younes takes teachers through the following ground: Consideration of the current Arabic sociolinguistic situation and key debates in the field Outline of changing student goals and the needs of the modern AFL learner Overview of the Integrated Approach covering its rationale, features, implementation methods and usage of instructional materials in the classroom Response to objections to the Integrated Approach, outlining its advantages over alternative practices and clarifying crucial issues in practice The Integrated Approach to Arabic Instruction addresses a pressing issue deeply relevant to the world of Arabic language instruction, placed in the practical context of shifting attitudes among students and educators. It will be an essential resource for all teachers of Arabic as a Foreign Language.
Author: Abeer Al-Mohsen
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This study examines the perception of Arabic teachers on whether an integrated approach is critical for students’ communicative competence in Arabic. Additionally, the study attempts to uncover what might be potential barriers to the integrated-approach program-wide implementation in the field of Teaching Arabic as a Foreign Language in higher education institutes in the United States. Although many studies investigated students’ perception of learning Modern Standard Arabic (MSA) only, few studies focused on teachers’ perceptions of the issue and understanding of what communicative Arabic instruction should entail. Using a mixed-method study, the researcher conducted the study in two sequential phases: a quantitative phase followed by a qualitative phase. Quantitative data-collection sources used adaptation of the Arabic Teacher Survey. The online survey dataset consisted of a 50-item survey of 60 participants. Although no significant relationships emerged between teachers’ perceptions of the integrated approach and its impact on communicative competence due to size effect, an overall favorable perception of using the integrated approach emerged as the correct way to go about the teaching and learning of Arabic. The MSA ideology, especially among older and more highly educated teachers correlated with participants’ overall favorability of the integrated approach. The qualitative phase consisted of one-on-one phone interviews with seven Arabic teachers to provide a more descriptive analysis of the survey data. Changes in perceptions of teaching both MSA and spoken Arabic are shifting, despite the narrow scope of its implementation. The participants’ credited the delay in wide implementation of an integrated approach to a lack of teaching materials, teachers’ training opportunities, and insufficient of data that supports the implementation of the approach. This research provided empirical insights to teachers’ perceptions of the integrated approach and its promising future as a common practice in the field. The study concludes by proposing an integrated approach instructional design and recommendations for further research. The aim is to support the importance of teaching both MSA and spoken Arabic as the underpinning of communicative competence in Arabic.
Author: Munther Abdullatif Younes
Publisher:
ISBN: 9780300060850
Category : Foreign Language Study
Languages : en
Pages : 401
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Book Description
'Elementary Arabic' is an illustrated textbook for first-year Arabic that departs radically from the traditional method of separating written, formal Arabic from the teaching of its informal spoken dialects. Instead it integrates the two in a way that reflects the use of the language by native speakers. Using illustrations, games, and humorous dialogues and anecdotes, and following a communicative approach to language instruction, the book helps students develop proficiency in listening, speaking, reading, and writing.
Author: Salman Almoaiqel
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
ABSTRACTThis study was conducted to examine the perceptions of elementary and middle school teachers in Saudi Arabia toward using an integrated approach to teaching Arabic language Arts. These teachers have taught Arabic language arts and skills separately through the specialized textbooks as directed for many decades by the Ministry of Education and district mandates. In late 2007 the Ministry of Education in Saudi Arabia decreed a change towards integrating the language arts in both teaching and students' textbooks. This new language arts program is being applied since then in 40 elementary and middle schools in different school districts before it was circulated to all schools around the country in September 2010. The main goal of this study is to explore the teachers' opinions toward the integration within the Arabic language after having tried in their own schools and compared it with the former method they have used for several years. This study analyzed the current practices in teaching the Arabic language and examined to what extent this change has been efficient according to the teachers applying the integrated approach. The study also examined their perceptions about the problems and barriers that affect the implementation of the integration. Moreover, this study discovered the impact of such a change on students' communication skills and how efficient the approach was on their motivation to learn the Arabic language. Additionally, the study assessed the extent to which such method fits the Arabic language and how teachers see the appropriateness of the provided Arabic textbooks and the practiced evaluation methods to the integration approach. The level of teachers' enthusiasm to this approach and their satisfaction with implementing this program were also discovered. The results of this study revealed that 84% of the Arabic language teachers see the integration within the Arabic language arts important as it is an efficient way of teaching students, which increases flexibility in teaching, and encourages critical thinking and deeper comprehension. This study discovered that 79% of the teachers see the integrated Arabic language curriculum effective in helping them achieve the teaching goals. About 73% of the teachers agreed that the integrated Arabic language curriculum and the integrative approach had a positive impact on their students' language skills. For students' motivation, 82.7% of the teachers believed that the integrated Arabic language curriculum and the integrative approach had a positive impact on their students' learning motivation. As for the integration barriers, the results revealed that 73.71% of the teachers believed that the large number of students in the classroom was a big barrier obstructing the integration practice, while only 53.71% believed that insufficiency of the equipment and school supplies was a big barrier, and only 49.14% believed that the insufficiency of teachers training and development was a large barrier affecting the integration. This study found that 85% of the teachers were satisfied with the new integrated Arabic language curriculum they teach and they enjoyed teaching Arabic in this approach more than the previous separated curriculum. Findings discovered that 92% of teachers believed that the Arabic language is suitable to the integration notion. About 71.57% of them believed that the students' Arabic textbooks provided by the Ministry of Education for this new program were appropriate for applying the integration approach, and only 44.73% of the teachers believed that the students' assessment procedures applied and the evaluation methods practiced were appropriate to assess students' language learning. Most of teachers' recommendation for improving the implementation of the integrated curriculum were concerning increasing the number of training courses and improving the quality and comprehensiveness of training; providing the necessary educational means and equipment such as computers, CD-ROM's, DVD's, and projectors; and reducing students' number in classrooms. Finally, this study found significant differences between male and female teachers on all the integration variables. Female teachers favored the integration program the most and expressed its effect on their students more than the male teachers did. These differences may be due to the fact that the female teachers had more teaching experience than the male teachers. In addition, the results showed that 70% of the female teachers had training before implementing the program, while only 47% of the male teachers had that kind of training. The more experience that the female teachers had in teaching Arabic language, and the more training they received might have positively affected their opinions and their implementation of this program.
Author: Mahmoud Al-Batal
Publisher: Georgetown University Press
ISBN: 162616505X
Category : Foreign Language Study
Languages : en
Pages : 339
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Book Description
For decades, students learning the Arabic language have begun with Modern Standard Arabic (MSA) and then transitioned to learning spoken Arabic. While the MSA-first approach neither reflects the sociolinguistic reality of the language nor gives students the communicative skills required to fully function in Arabic, the field continues to debate the widespread adoption of this approach. Little research or evidence has been presented about the effectiveness of integrating dialect in the curriculum. With the recent publication of textbooks that integrate dialect in the Arabic curriculum, however, a more systematic analysis of such integration is clearly becoming necessary. In this seminal volume, Mahmoud Al-Batal gathers key scholars who have implemented integration to present data and research on the method’s success. The studies address curricular models, students' outcomes, and attitudes of students and teachers using integration in their curricula. This volume is an essential resource for all teachers of Arabic language and those working in Teaching Arabic as a Foreign Language (TAFL).
Author: Munther Abdullatif Younes
Publisher:
ISBN:
Category :
Languages : ar
Pages :
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Book Description
Author: Munther Younes
Publisher: Routledge
ISBN: 1135010846
Category : Foreign Language Study
Languages : en
Pages : 458
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Book Description
‘Arabiyyat al-Naas (Part One) offers a groundbreaking introduction to Arabic as it is written and spoken by native speakers. It combines a progressive and rigorous grounding in Modern Standard Arabic (MSA) – the form employed for reading, writing and formal speaking – with an innovative integration of the spoken Levantine variety used in everyday situations in Syria, Lebanon, Jordan and Palestine. Introducing the two simultaneously ‘Arabiyyat al Naas (Part One) uses each in its proper context: Levantine for conversations and MSA for reading and writing activities. In this way, the course efficiently prepares students for the practical realities of learning and "living" Arabic today. Features include: 21 theme-based units covering all the core topics expected in a first-year Arabic course, such as countries, clothes, colors, family and professions a broad range of stimulating activities and exercises fostering active engagement with the course and the development of comprehension and communication skills comprehensively covers the 5 Cs: communication, culture, connections, comparisons and communities free downloadable resources filmed on location in Jordan, presenting over 40 videos and incorporating a wide variety of entertaining and realistic scenarios a free companion website (www.routledge.com/cw/younes) offering a wealth of additional instructor and student resources, including a teacher’s guide, an introduction to the letters and sounds of Arabic (with audiovisual aid and writing demonstrations), audio recordings of songs and listening passages, video clips, sample tests, an answer key and language games clear explanations of grammatical structures and concepts as they occur in the reading and listening materials to encourage progressive learning and active interaction with the text a user-friendly and vibrant full colour text design, richly illustrated throughout with over 200 illustrations and photographs songs with simple lyrics tied to the themes of the course to help advance vocabulary acquisition and understanding of basic grammatical structures. Written by a dynamic author team and tested over a number of years at Cornell University, ‘Arabiyyat al-Naas (Part One) will be an essential resource for students beginning to learn Arabic. While primarily designed for classroom use, the accessibility of the course and website also renders it highly suitable for independent study. The materials are designed to bring students from the novice low level to the intermediate low level on the ACTFL scale (American Council on the Teaching of Foreign Languages), and from A1 to A2/B1 on the CEFR scale (Common European Framework Reference). This volume is the first in an exciting three-part series of Arabic textbooks which together provide a complete three-year undergraduate language program.
Author: Kassem Wahba
Publisher: Routledge
ISBN: 1136781633
Category : Education
Languages : en
Pages : 512
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Book Description
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.
