Yale Center of Language Study Instructional Innovation Workshop for 2022.

The internet, multimedia, and digital media have become so prevalent in everyday life that
they now constitute a regular norm of communication. These modes of communication – in addition to allowing for multi-modality – allow for a wide growth of linguistic and cultural diversity. Language teaching – like many aspects of modern life – is significantly affected by the introduction, growth, and widespread of these modes of communication.
In light of that, successful language learning must redefine the concept of literacy, and pay
close attention to the fact that it is a complex and continuous process, it is a contextual and socially dependent phenomenon, it is reader-writer-centric, and it has to be compatible with these new integrated modes of communication. Introducing resources in multimodality, and using effective pedagogical-technological tools in designing tasks and activities that allow for cooperation and collaboration among the language
learners in both the teaching and assessing processes are part of a basic framework that enables language classes to tackle the challenge of the new and broad concept of literacy. Additionally, redefining learning goals and objectives becomes a necessary step in revising syllabi once these changes have been incorporated.

The main goal of this project is to use reverse design to revise the Elementary ModernStandard Arabic I (ARBC 110) syllabus by incorporating multiliteracy knowledge processes (experiencing, conceptualizing, analyzing, and applying) into class task design, and assessment processes, creating student learning goals based on these processes and add them to the already existing Communicative student learning goals in that syllabus. To achieve this, the first step of mapping the similarities and overlap between the Multiliteracy SLOs and Communicative SLOs is needed in order to arrive at the additions and revisions needed for that incorporation to be effective.