Thinking out of the Box: Arabic Language and the National Standards Imam Khalifah Ramadan 222 Swan Street Buffalo, NY 14204 [email protected] 716-812-1404.

Thinking out of the Box: Arabic Thinking out of the Box: Arabic Language and the National Language and the National

Standards Standards

Imam Khalifah Ramadan

222 Swan Street

Buffalo, NY 14204

[email protected]

716-812-1404

Arabic in Islamic schoolsArabic in Islamic schools

Most Arabic programs in Islamic schools are facing the same problem.

Some blame the failure on the teachers, others the materials, others the resources, etc.

It is rather the teaching approach, which is like an umbrella under which all other elements fall.

Arabic programs should analyze their approaches and tune it to fit their goals.

Traditional approachTraditional approach

Start with Alphabets After introducing reading, introduce grammar Vocabulary lists with English equivalents Learn Apply Translate Language of instruction: English Students’ affective needs: ignored. students are

unhappy

Natural ApproachNatural Approach

Second language acquisition processes are similar to those of first language acquisition

Start with spoken language Reading should be introduced later on Meaning is emphasized. Form is not important. Communicative competence is the target Language acquisition rather than language learning Language of instruction: Target language

Acquisition vs. LearningAcquisition vs. Learning

Learning is a conscious process in which students analyze language rules and applied them

Acquisition is a subconscious process in which students “pick up” the language

Adults have the mental skills to learn, but young children can only acquire

Students need to be exposed to enough quantity of a comprehensible input of the target language in order to pick up the language

Comprehensible inputComprehensible input Students acquire language best when they are

exposed to a language input that is slightly beyond their competence level

It is a challenge for teachers to provide enough comprehensible input for the students to acquire the language.

At the novice level, the students do not have any knowledge of the language and the comprehensible input should be accompanied by real material or pictures that would provide the necessary context for the students to assimilate the language

Affective needs of studentsAffective needs of students

The learner's emotional state is just like an adjustable filter which freely passes or hinders input necessary to acquisition

The teacher should always provide a non-tense, low-anxiety environment in the class

Major affective needs the teacher should strive to provide are: low anxiety, self-confidence, and motivation

OverviewOverview

National standards for foreign language learning and the 5C’s

Communicative activities based on the 5C’s Try it out yourself

National Standards for Foreign National Standards for Foreign Language LearningLanguage Learning

Communication

Cultures

Connections

Comparisons

Communities

CommunicationCommunicationالتواصلالتواصل

ReadingWriting

Comprehension

SpeakingListening

القراءة

الكتابة

التحدث

االستماع

الفهم

Communication

Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Students understand and interpret written and spoken language on a variety of topics.

CULTURES

التراث الثقافي

المنظور والبعد الثقافيPerspectives

Productsالمنجزات

Practicesالممارسات

  Students demonstrate an understanding of the relationship between the practices and perspectives of the various cultures of the target language. 

Cultures

Connections: Goal ThreeConnections: Goal Three

Connect with Other Disciplines Connect with Other Disciplines and Acquire I nformationand Acquire I nformation

الربط مع المواد األخرى الكتساب المعلوماتالربط مع المواد األخرى الكتساب المعلومات

Connections

Students reinforce and further their knowledge of other disciplines through the foreign language.

  Students acquire information and recognize the viewpoints that are only available through the language and cultures.

Comparisons: Goal FourComparisons: Goal Four

Develop Insight into Language Develop Insight into Language and Cultureand Culture

. . التبّصMر في اللغة والثقافةالتبّصMر في اللغة والثقافة

Comparisons Comparisons

Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

  Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Communities: Goal FiveCommunities: Goal Five

Participate in Multilingual Participate in Multilingual Communities at Home and in the Communities at Home and in the WorldWorld

المشاركة في مجتمعات متعددة اللغات في البيت وفي المشاركة في مجتمعات متعددة اللغات في البيت وفي العالمالعالم

CommunitiesCommunities

Students will use the target language both within and beyond the school setting

  Students show evidence of becoming life-long learners by using the target language for personal enjoyment and enrichment.

The OceanThe OceanMaterials: The Silver Fish, “Rainbow Fish”, CD, props

Activities Based on the 5C’s

Communication: role-play

Communication and connection: fishing game and numbers

Connection: graphs

Comparison: compare the original story to the Arabic

versionProject

“Graphs”  

The Human Body

Materials

textbook, song, props

Activities based on the 5C’s

Communication: Who am I? (statements, questions)

Comparisons: language structure (dual)

Connections: Arabic and science (five senses song)

Project

“Strange Creature”

The Water CycleThe Water CycleMaterials

textbook, authentic material (story, song, verse from the Qur’an,)

Activities based on the 5C'sCommunication: Role-play, interpretation of the story, presentation of play and song

Cultures: Islamic perspective

Connections: Science and Qur’anic studies

Communities: Invitation of parents and school principals, becoming life long learners

Project “The Water Cycle”

FolktalesFolktales

Materialstextbook, folktales

Activities based on the 5 C’sCommunication: predictive readingCultures and comparisons: clothingCommunities: interactive older/younger students

Project“Dramatic Presentations”

ConclusionConclusion

The standards are designed to guide the teaching of communication in all of its aspects. Thus adherence primarily to grammar and the written word is part of the five goals, rather than the overall goal of teaching language.

The standards are absolutely necessary to give the language teaching profession a process for planning curriculum and developing assessment tools in accordance with commonly accepted precepts.

Teachers will need to adapt their teaching to meet the demands and needs of their students.

Contact InformationContact Information

Imam Khalifah Ramadan 222 Swan Street

Buffalo, NY [email protected] 716-812-1404