Learning Arabic by non Arabic speakers is situated between theory and practice, text and practice, philosophy and culture.
Towards effective educational and learning practices when teaching Arabic to non arabic speakers.
"Teaching Arabic as a second language is continuously growing and is becoming highly on demand. The desire to learn Arabic among speakers of other languages " is growing insignificantly for a variety of reasons. Educational institutions and academic programs are spread in the world geography to match such growth and desire.
The issue of teaching Arabic to non-native speakers drive those in this field to establish an educational philosophy that creates genuine analytical studies, as well as establishing effective educational strategies and methods. For this purpose Our Conference at "Arab and Palestinian Studies PAS, seeks to link academic studies, teaching philosophies and methods with live based models and experiences done in this field. Teaching Arabic to non-Arabic speakers through selected models that join in theoretical and practical aspects. Teachers and learners have to tackle the language functioning in cultural, political and social contexts, as well as the cultural it carries and lives in.
We at PAS the Palestinian Arabic program call upon scholars of all relevant disciplines, who engage in research on Arabic language taught to non Arabic speakers, to hand in:
Abstract for pre-organized panels and
Abstract for individual papers
(Our understanding of Non-Arabic speakers includes, Palestinians, Arabs as well as all nationalities and ethnicities of the world.)
Objectives of our Conference:
Exchange of experiences and knowledge among researchers, learners and teachers of Arabic, give a venue to disseminate the results of their experiences and hoping to form of a more comprehensive cultural knowledge, where the program of Arab and Palestinian shares in this experience.
Exchange experiences of specialists in this field of teaching Arabic language between the different spoken dialects and the standardized Arabic (Fusha, MSA, Classical, Media).
Highlight cultural complexities/challenges, and their implications in the approaching the texts and the contexts when teaching and learning the Arabic language.
Highlight how concepts of teaching and approaches to Language, lurks behind the effectiveness or the creating of obstacles to both the learners and the teachers.
Deadline for registration forms and abstract is 10th of September.
After which the complete paper will be required from the 10th of October.
The final program of the conference will be available on the Birzeit website after 27th of November.
For travel information and details on the location of the conference contact:email@example.com
Teaching Arabic between classical Arabic and MSA and media Arabic
The reality of existing contexts and concepts related to the Arabic language.
Lost in translation: more than syntax or cultural idioms
Context of a classroom counter living with the language
Knowledge of the language aspects that challenges us (reading, writing, speaking, Listening)
Social and political contexts for teaching and learning Arabic.
Translation as a feature of the modern age, where it faces challenges beyond vocabulary.
Policies relating to the designation and classification of cultural hierarchies of a foreign language
Text culture in class and popular culture as a text.
Culture is not another narrative told in a different language.
Knowledge with language.
Methods of teaching: Closed curriculum and open curriculum in teaching Arabic.
Teaching high quality language skills and related challenges to advanced levels.
Curriculum design and curriculum development: meta students or meta class.
Arabic is a foreign language or made foreign.
Motivation and the behaviors of learners and the responsibility of whom.