Arabicteachingpd - Number 2 - 2017
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ARABIC TEACHING: UNPACKED KISS: KEEP IT SHORT & SWEET Nadia Selim
ALLAH (S.W.T)
Umar Ibn-ul-Khattab )(May Allah be pleased with him
(تعلموا العربية فإنها من دينكم وتعلموا الفرائض فإنها من دينكم) (تفقهوا في العربية فإنها تزيد في العقل وتثبت المروءة) (ال يعلم القران إال عالم بلغة العرب) حمد بن محمد الفريان" .اللغة العربية الفصحى في منظور العلماء والمفكرين".2011 .
Al-Jazirah.Com. Accessed January 14 2017. http://www.al-jazirah.com/2011/20111220/cu2.htm.
CONTENTS What
Who
Where
How
Why
Q&A
ALL CLIPART IS LICENSED AND © OF GRAPHICSFACTORY.COM ALL OTHER IMAGES AND QUOTES ARE APPROPRIATELY LABLED
WH0
Million Dollar Question
WHO
Who
What
Where
Why
How
Motivation
WH0
WH0
“Teach my son by praising him (appreciating) and speaking softly to him. He is not the type of person that should be trained under punishment or abuse. I hope that my son will be unique and rare among his companions and peers. I want him to emulate me in the seeking of knowledge” (pg. 38). Sahnun ibn Sa'id ibn Habib at-Tanukhi talking about his son Ibn Sahnun who became a renowned scholar and educationalist and wrote the first the teacher’s handbook called adaab-ul-mu’alimeen.
ّ ّ ّ ّ "ال ّ ، ليس هو ممن يؤدب بالضرب وإلتعنيف،تؤد ُبه إال بالمدح ولطيف إلكالم ّ )16-15 " (ص. وفريد زمانه وإتركه على نحلتي،وإني إرجو إن يكون نسيج وحده Sha’ban Muftah Ismail (1995). Muḥammad Ibn Saḥnūn: An educationalist and Faqīh. Muslim Education Quarterly, Vol.12, No.4, 1995. The Islamic Academy, Cambridge, U.K. ).1972 طبعة جديدة بمراجعة وتعليق محمد عروسي المطوي. آداب المعلمين لمحمد ابن سحنون:(تحقيقات حسن حسني عبدالوهاب
WH0 Can you unpack Sahnun’s quote?
“Teach my son by praising him (appreciating) and speaking softly to him. He is not the type of person that should be trained under punishment or abuse. I hope that my son will be unique and rare among his companions and peers. I want him to emulate me in the seeking of knowledge”.
WH0 Unpacking learner differences ..
First language learner
child Second language learner
adult
How do these types of leaners differ?
WH0 First language learner Primary language Success in attaining oral ability is guaranteed * by necessity through natural development and is very minimally affected by the teaching approach.
Second language learner
Additional language
Success is not guaranteed and requires a GREAT amount of motivation, persistence as well as time and is greatly affected by the teaching approach.
* Provided the critical period for language acquisition has not passed and that the child does not suffer from impairments.
WH0 First language learner
Second language learner
* Provided the critical period for language acquisition has not passed and that the child does not suffer from impairments.
WH0 No inhibitions
child
adult
Has inhibitions
Cognitively developing Native-like pronunciation
The Schwarzenegger effect
Difficulty with abstract concepts
Understands abstract concepts
Acquisition rate is slower
Attainment rates are faster
Memorizes more easily
Struggles to memorize
Short attention span
Longer attention span
https://prezi.com/xa4_o-8sqpxm/sla-theories-learner-differences/
WH0 No inhibitions Cognitively developing Native-like pronunciation Difficulty with abstract concepts Acquisition rate is slower Memorizes more easily Short attention span
WHERE
WHERE What would you do?
WHAT + WHY + HOW
Macro Level
Syllabus
Micro Level Lesson
WHAT + WHY + HOW
WHAT + WHY + HOW Lesson design: What, Why and How.
WHAT + WHY + HOW
Arabic With Nadia Sample Lesson plan
Lesson Objectives:
Learn about the family
10 minutes
Vocab
• •
Present vocabulary (Use appended resource) Practice Vocabulary (Using the game )
10 minutes
Read & Listen
• •
Read and listen to ”Mariam’s Family” Pair work: Comprehension activity (match pictures)
15 minutes
Speak
•
Group Activity: Present your family.
5 minutes
Write
•
Individual activity: Write about your family.
MOTIVATION
Motivational strategies
Enthusiasm
For adults: motivation is directly related to attrition rates, because while students may have the initial impetus to take up study, this needs to be sustained.
With young Muslims, if we demotivate them we RISK disengaging them from Arabic and consequently their overall relationship with the religious texts. Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
Relationship with students
Promoting autonomy
Providing motivational feedback
Teacher Behavior & Practice
Making learning stimulating
Relationship with parents
Commitment Increasing expectations of success
Making materials relevant
MOTIVATION
WHAT + WHY + HOW
What do you think of this?
Why?
Q& A
ALLAH (S.W.T)
Umar Ibn-ul-Khattab )(May Allah be pleased with him
(تعلموا العربية فإنها من دينكم وتعلموا الفرائض فإنها من دينكم) (تفقهوا في العربية فإنها تزيد في العقل وتثبت المروءة) (ال يعلم القران إال عالم بلغة العرب) حمد بن محمد الفريان" .اللغة العربية الفصحى في منظور العلماء والمفكرين".2011 .
Al-Jazirah.Com. Accessed January 14 2017. http://www.al-jazirah.com/2011/20111220/cu2.htm.
CONTENTS What
Who
Where
How
Why
Q&A
ALL CLIPART IS LICENSED AND © OF GRAPHICSFACTORY.COM ALL OTHER IMAGES AND QUOTES ARE APPROPRIATELY LABLED
WH0
Million Dollar Question
WHO
Who
What
Where
Why
How
Motivation
WH0
WH0
“Teach my son by praising him (appreciating) and speaking softly to him. He is not the type of person that should be trained under punishment or abuse. I hope that my son will be unique and rare among his companions and peers. I want him to emulate me in the seeking of knowledge” (pg. 38). Sahnun ibn Sa'id ibn Habib at-Tanukhi talking about his son Ibn Sahnun who became a renowned scholar and educationalist and wrote the first the teacher’s handbook called adaab-ul-mu’alimeen.
ّ ّ ّ ّ "ال ّ ، ليس هو ممن يؤدب بالضرب وإلتعنيف،تؤد ُبه إال بالمدح ولطيف إلكالم ّ )16-15 " (ص. وفريد زمانه وإتركه على نحلتي،وإني إرجو إن يكون نسيج وحده Sha’ban Muftah Ismail (1995). Muḥammad Ibn Saḥnūn: An educationalist and Faqīh. Muslim Education Quarterly, Vol.12, No.4, 1995. The Islamic Academy, Cambridge, U.K. ).1972 طبعة جديدة بمراجعة وتعليق محمد عروسي المطوي. آداب المعلمين لمحمد ابن سحنون:(تحقيقات حسن حسني عبدالوهاب
WH0 Can you unpack Sahnun’s quote?
“Teach my son by praising him (appreciating) and speaking softly to him. He is not the type of person that should be trained under punishment or abuse. I hope that my son will be unique and rare among his companions and peers. I want him to emulate me in the seeking of knowledge”.
WH0 Unpacking learner differences ..
First language learner
child Second language learner
adult
How do these types of leaners differ?
WH0 First language learner Primary language Success in attaining oral ability is guaranteed * by necessity through natural development and is very minimally affected by the teaching approach.
Second language learner
Additional language
Success is not guaranteed and requires a GREAT amount of motivation, persistence as well as time and is greatly affected by the teaching approach.
* Provided the critical period for language acquisition has not passed and that the child does not suffer from impairments.
WH0 First language learner
Second language learner
* Provided the critical period for language acquisition has not passed and that the child does not suffer from impairments.
WH0 No inhibitions
child
adult
Has inhibitions
Cognitively developing Native-like pronunciation
The Schwarzenegger effect
Difficulty with abstract concepts
Understands abstract concepts
Acquisition rate is slower
Attainment rates are faster
Memorizes more easily
Struggles to memorize
Short attention span
Longer attention span
https://prezi.com/xa4_o-8sqpxm/sla-theories-learner-differences/
WH0 No inhibitions Cognitively developing Native-like pronunciation Difficulty with abstract concepts Acquisition rate is slower Memorizes more easily Short attention span
WHERE
WHERE What would you do?
WHAT + WHY + HOW
Macro Level
Syllabus
Micro Level Lesson
WHAT + WHY + HOW
WHAT + WHY + HOW Lesson design: What, Why and How.
WHAT + WHY + HOW
Arabic With Nadia Sample Lesson plan
Lesson Objectives:
Learn about the family
10 minutes
Vocab
• •
Present vocabulary (Use appended resource) Practice Vocabulary (Using the game )
10 minutes
Read & Listen
• •
Read and listen to ”Mariam’s Family” Pair work: Comprehension activity (match pictures)
15 minutes
Speak
•
Group Activity: Present your family.
5 minutes
Write
•
Individual activity: Write about your family.
MOTIVATION
Motivational strategies
Enthusiasm
For adults: motivation is directly related to attrition rates, because while students may have the initial impetus to take up study, this needs to be sustained.
With young Muslims, if we demotivate them we RISK disengaging them from Arabic and consequently their overall relationship with the religious texts. Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
Relationship with students
Promoting autonomy
Providing motivational feedback
Teacher Behavior & Practice
Making learning stimulating
Relationship with parents
Commitment Increasing expectations of success
Making materials relevant
MOTIVATION
WHAT + WHY + HOW
What do you think of this?
Why?
Q& A
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