Book Signing

About the series: A seven-book series written in MSA targeting improving the reading comprehension. The series targets beginner, intermediate as well as advanced levels. It is designed according to the standards of the American Council for Foreign Language Teaching (ACTFL). Each book includes, in addition to the original text, audio recording, vocabulary, and drills targeting … Continue reading Book Signing

Speaking to Participants in the Distance Language Teaching and Learning Program 2020

When I was invited to speak to the new cohort the Distance Language Teaching and Learning Program, I knew it was going to be exciting and fun at the same time. And indeed, it was. I walked in on the group finishing a hands-on activity in which they had to remotely collaborate with a partner … Continue reading Speaking to Participants in the Distance Language Teaching and Learning Program 2020

Book Series Featured in Arabic K -12 Teachers Network

A description and a recommendation of my book series was features on Arabic k -12 Teachers Network. Here is what they had to say about it: “With Reading We Excel” book series in MSA This series is great to use as supplementary reading material, especially if you want your students to do some independent reading … Continue reading Book Series Featured in Arabic K -12 Teachers Network

Project Based Learning; Students of Intermediate Arabic write short stories and help peers learn

Intermediate Arabic I (ARBC 130) created short stories for their peers to be used as reading materials in coming years. This project was an attempt to remedy one aspect of the current text book where students struggle to comprehend 50% of the reading material found in this book. Hence their project centered around creating reading material that fits the criteria of comprehensible input theory by Krashen. To this end they received basic instruction of what this theory was, the basic effect and benefits of using visuals and audio recording in story telling for second language learners, as well as the importance of the proper inclusion of culture and cultural themes and aspects in these stories. They were paired with native speakers with whom they worked to receive cultural as well as language feedback and guidance. They studied and analyzed various already existing reading materials that ranged form those created for language learners, to those created for native children and others that were authentic resources created for young adults. The differences and similarities between these different materials were discussed as well different strategies that each used and the purpose behind them. For each story, students were asked to write first drafts that they would have opportunity to check with their telecollaborative language partner, the class teaching assistant and /or the instructor. Technology was not only included via the telecollaborative cooperation partnership. Students also had to use VoiceThread as the medium through which they were to create their story and they were instructed to do so in a Pecha Kucha storytelling format.

Below are one-page examples:

Tellecollaborative Conversation in Arabic, does it really Improve Speaking?

  One student says : “To be honest, I was very nervous at first. But now I know I have had massive improvements in my Speaking.” But have you really? Among other aspects of students’ tellecollaboration project,  my presentation in ACTFL 2019 inspected the results obtained from mapping students’ oral performance throughout the semester, looking … Continue reading Tellecollaborative Conversation in Arabic, does it really Improve Speaking?