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Summary
Summary
This guide clearly and succinctly presents the basic tenets of teaching foreign languages specifically for Arabic teachers. Consolidating findings from second language acquisition (SLA) research and applied linguistics, it covers designing curricula, theory and methods, goals, testing, and research, and intersperses practical information with background literature in order to help teachers improve their teaching of Arabic as a foreign language (TAFL).
Karin C. Ryding, a well-regarded scholar of Arabic linguistics and former president of the American Association of Teachers of Arabic, frames the discussion with SLA literature and suggests practical and effective ways of helping students learn. Ryding discusses issues at the core of Arabic teaching effectiveness and the achievement of communicative competence, such as the teaching of pronunciation, speaking, reading, listening, and writing; teaching mixed-level classes; creative classroom organization; corrective feedback; and use of activities and exercises, with plenty of examples from Arabic and tips for teachers. She also covers materials development and proficiency testing, providing study questions and recommended readings for each chapter.
This guide, which can be used as a textbook, is the first of its kind aimed specifically at TAFL, and should be of interest to Arabic instructors-in-training, academics, graduate students, linguists, department chairs, language coordinators, and teacher trainers. It also serves as a resource for teachers of other less commonly taught languages (LCTLs), who struggle with similar issues.
Author Notes
Karin C. Ryding is Sultan Qaboos bin Said Professor Emerita of Arabic Linguistics at Georgetown University. She was dean of Interdisciplinary Programs at Georgetown for three years, and headed Arabic training at the State Department's Foreign Service Institute from 1980 to 1986. She was president of the American Association of Teachers of Arabic (AATA), and has served on the executive committee of the Association of Departments of Foreign Languages (ADFL), as well as on the executive council of the Modern Language Association (MLA). In 2008, she received the Lifetime Achievement Award from AATA as well as the Distinguished Service Award from the Faculty of Languages and Linguistics of Georgetown University.
Table of Contents
Foreword | p. ix |
Acknowledgments | p. xiii |
Abbreviations and Acronyms | p. xv |
Introduction | p. 1 |
Part I Fundamentals of Foreign Language Pedagogy | p. 11 |
Chapter 1 Some Pedagogical Principles | p. 13 |
Chapter 2 Theory and Practice | p. 21 |
Chapter 3 Professionalism and Professional Standards | p. 33 |
Part II Approaches to Foreign Language Teaching | p. 39 |
Chapter 4 Traditional Approaches and Methodologies for Language Teaching | p. 41 |
Chapter 5 Newer Methods and Approaches | p. 53 |
Part III Programmatic Issues | p. 65 |
Chapter 6 Learning Goals, Curricula, and Syllabi | p. 67 |
Chapter 7 Materials, Resources, and Technology | p. 81 |
Chapter 8 Assessment and Testing | p. 89 |
Part IV Planning and Managing the Elements of Teaching | p. 101 |
Chapter 9 Pedagogical Practice: Classroom Management | p. 103 |
Chapter 10 Learning Styles, Strategies, and Affective Factors | p. 119 |
Chapter 11 Mixed Classes and Heritage Learners | p. 129 |
Part V The Pedagogy of Comprehension | p. 137 |
Chapter 12 Comprehension and Arabic Input: Overview | p. 139 |
Chapter 13 Reading Comprehension in Arabic | p. 147 |
Chapter 14 Listening Comprehension in Arabic | p. 159 |
Part VI Teaching Productive Skills | p. 167 |
Chapter 15 Teaching Arabic Pronunciation | p. 169 |
Chapter 16 Teaching Spoken Arabic | p. 177 |
Chapter 17 Writing in Arabic | p. 187 |
Part VII Teaching Core Competencies | p. 195 |
Chapter 18 Teaching and Learning Vocabulary | p. 197 |
Chapter 19 Pedagogical Grammar | p. 207 |
Chapter 20 Teaching Arabic Culture | p. 219 |
Appendix A Arabic Resource Organizations and Websites | p. 231 |
Appendix B Terminology for Discussing Arabic as a Foreign Language | p. 235 |
Appendix C Some Essential Applied Linguistics Terminology | p. 237 |
Appendix D Area Studies Topics for Integration into Arabic Classes | p. 241 |
Appendix E Standards for Foreign Language Learning: Generic Summary | p. 243 |
Appendix F Sane MSA Arabic Textbooks | p. 245 |
References | p. 249 |
Index | p. 267 |