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Current global circumstances have forced all teaching and all learning to be done remotely via the use of various tools that technology provides us with. It has also been a wonderful opportunity for educators everywhere to come together, support and help one another. In this effort, I have the pleasure to lead a workshop on … Continue reading Zoom Training Session
I preparation for 2020 -2021 courses, I completed Project Based Language Learning Massive Online Open Course with the National Foreign Language Resource Center .
Students and instructors of the class "Languages in Dialogue" visit the Beinecke Library to examine manuscripts… Posted by The Department of Near Eastern Languages & Civilizations, Yale University on Friday, February 28, 2020
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Like many active language educators, I find that I attend, present, give talks and workshops in conferences that target our area of expertise multiple times in the academic year. And as such, I have come to learn that each conference is but an opportunity to learn from and engage with fellow language educators. I have … Continue reading Learning and Growing; Conference Reflections.
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
Brings me great joy to accept the invitation that I get from NYATC to preset. Presentation abstract: Grammar is an integral part of the composition of any language and so is teaching it. And as such, experienced and new language educators alike share the desire of teaching grammar in the most effective way possible while … Continue reading Teaching Grammar; Engaging the Learners
Having worked with VoiceThread and completed two of their certification courses, I was happy to share my experience in designing VoiceThread activities based on recent research findings. Read full article here
I am honored to publish my first article in the official blog of the American Association of Teachers of Arabic! Read full article here.
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
Arabic Music and history is one of the themes that we are studying this semester in both of the advanced classes that I am teaching this semester (ARBC 151 and ARBC 176). Therefore, I was more than happy to contribute to a YDN article that focused on the performance of the iconic Iraqi Maqam on … Continue reading Iraqi Maqam performed on Yale Campus.
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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
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: