PG TAFL Handbook[1]

8/8/2019 PG TAFL Handbook[1]

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Postgraduate Diploma in Teaching Arabic

2010/2011

2010

SOAS Language Centre

September 2010


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Postgraduate Diploma in Teaching

Arabic

SOAS Language Centre

List of Content

I. THE Program

1. Program and Courses structure2. Term dates and holidays.3. Staff and Contact details4. Syllabus and Time table5. Assessment method6. Course materials and reading list.7. Brief introduction into Arabic Language

II. THE LANGUAGE CENTRE1. General information on LC2. Resources: Resources Room/Student advisor3. LC brochure

II.The School


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1.The program

The Postgraduate Diploma in Teaching Arabic provides and equips students with

the knowledge and skills to enable them to teach Arabic professionally and also

enable students to fulfill supervisory and pedagogical roles such as course

coordinator, teacher developer, course designer and materials developer. It will equip

students with the knowledge and skills to deal with the teaching of Arabic in

different contexts and through the integration of different varieties of Arabic

language.

As a practical component, students will also become familiar with the content and

design of instructional material and teaching/testing techniques, and will evaluate

second language learners performance through the analysis of empirical data and

adequate descriptive terminology. They will also be able to design appropriate lesson

plans, and will have carried out a certain amount of practice in teaching Arabic.

Graduates will be qualified and well prepared for such professions as: teaching

Arabic in higher education in the UK, Europe and other parts of the world; teaching

Arabic at private institutions or companies; administrative or consultative roles at

educational organizations; and editing roles in publishing houses specialised in

language courseware.


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Students who complete the diploma in the first year can continue on to MA in

Arabic language teaching. The Diploma will comprise two thirds of the MA in

Arabic Language Teaching .Entry to the MA language Teaching will be decided by

the MA programme convenor.

Structure

The Postgraduate Diploma in Teaching Arabic consists of 4 core courses, which can

be taken on a full time (1 Year of study, 6 hours per week), or part time basis (2

years of study, 3 hours per week), equivalent to 3 course units carrying 135 CATS

credits at postgraduate level.

Core courses

All students on the programme must take the following courses:

1- Language awareness, methods and practice in teaching Arabic

(1 unit). The course comprises 6 topic areas;

_ Arabic systems and skills.

_ The teaching of Arabic: history and present day.

_ Methods in Teaching Arabic

_ Arabic language standards.

_ Materials and resources in teaching Arabic today:_ Teaching practice

Course Objectives:

This course provides the Arabic- specific component of the Postgraduate Certificate

in Teaching Arabic and the Postgraduate Diploma in Teaching Arabic. It looks at

Arabic systems and skills and the teaching of Arabic: historically and the present

day, which covers the teaching methods developed in the Arabic historical and

socio-cultural context. It also looks at perspectives on Arabic language standards.

The course has a very practical element in which the students give Teaching Practice

to groups of learners of Arabic. They will also observe teaching and appraise and

develop Arabic language teaching materials.

Assessment for this course :

Arabic Language area Presentation: 2 presentations in week 6 and week 9 of the

course 20% of total Mark of the course 10% each.

Language Awareness Examination end of term 2: 3 hours unseen exam paper

40% of the Total Mark of the course.

Teaching Practice Portfolio last day of teaching in term 2 : Peer Teaching ,

Teaching practice Journal and observation Journal 40% of Total mark of the course


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2- Language learning ( 0.5 unit)

Course Objectives

The course will provide the generic language teaching and learning component of

the proposed Postgraduate Certificates in Teaching Arabic, Chinese and SouthAsian Languages respectively and the Postgraduate Diplomas in Teaching Arabic

and Chinese. The course will enable students to have a comprehensive

Knowledge of approaches to language learning and teaching and the theories and

principles underlying them. The course also focuses on


Essay on Language Teaching Theory and Practice: 2000 words essay written in

English and submitted Friday Week 12 of term 1, this essay carries 40% of the Total

Mark of the course.

Learner Profile: 3000 word study of an Arabic learner essay carries 60% of Total

Mark of the course, the essay is written in English and submitted week 6 of term 2.

3- Arabic applied linguistics: theory and practice (0.5 unit )

The course comprises 5 topic areas;

_ Advanced Arabic grammar

_ The linguistics of Arabic

_ Methods in teaching Arabic_ Teaching practice and reflective skills

_ Resources in Arabic language teaching today

Course Objectives:

This course is one of the Arabic language specific components of the Postgraduate

Diploma in Teaching Arabic. It focuses on Arabic teaching methods and approaches

around Arabic language varieties and the various contexts in teaching Arabic. It also

focuses on linguistic perspectives around Arabic grammatical features and influences

they have on language teaching. The course involves tasks which prepare students

for their professional context in a supervisory or coordinating role.


Teaching project portfolio and syllabus design and report submitted term 3

carries 40% of Total Mark.

Arabic language awareness and teaching Final Essay: 5000 words in Arabic

carries 50% of total mark of the course.

Oral presentation of the final Essay: 10% of the final Mark of the course.


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4- Language teaching and professional development ( 1 unit )

Course Objectives:

This course unit provides one of the generic components for the Postgraduate

Diploma in Teaching Arabic. The course focuses on raising students awareness of

their professional position and context, through critical approaches to language

teaching and critical applied linguistics. It also focuses on areas which will enable

students to undertake professional tasks and decisions from a theoretically framed

perspective. These areas include: syllabus design; educational technologies in

language learning; heritage learner education; learner autonomy; SLA and learning

theory and professional teacher development. The course contains tasks which

require students to apply theories and principles to their own professional context

and practice.


Essay and report: Syllabus Design for LWW languages in the modern learning

Context: 3000 words submitted in term 3 carries 40% of Total Mark of the course.

Professional Development Portfolio: 60% of total Mark of the course submitted

last day of term 3

2.Dates for 2010- 2011

Classes will be held at the Bloomsbury or Kings Cross campus of SOAS Day TimeStudents will do Teaching Practice in daytime or in the evening.

Some classroom observations will be held in the evenings in the first term.

Occasionally, a class may be re-scheduled for holidays such as Eid

The course is scheduled to run over three terms from September 2010 to July2011.

G Diploma in teaching Arabic (full-time) Daytime.

Term 1: week starts 27th

of September till week starts 13th

of December

Term 2: week starts 17th

of January till week starts 4th

of April

Term 3: week starts 3rd

of May till week starts 18th

of July


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3.Staff and contact details

SOAS Language Centre has a staff of over 20 fully-trained, experienced, teachers of

Arabic and Experienced Trainers of the field of Arabic Teacher Education, backed bya coordinator teacher Trainer who is convening the program and under the academic

supervision of a senior member of the Department of language and cultures of near

and Middle East.

The program is normally taught by a team of experts Trainers and Tutors in the field

of Teacher Training and Arabic Pedagogy and experience practitioners of Arabic

Language. The program is supervised and approved by the Academic Director from

SOAS and External Examiner.

Experts of the field of Arabic language teaching will be invited to contribute to some

of the sessions. Students will also have opportunities to attend lectures, workshops

and seminars.

Teaching and Academic Staff

Program Convenor & Yousef Omar 020 7898 4883

Arabic Teacher Trainer [email protected]

Joanne Eastlake 020 7898 4244

Teacher Trainer [email protected]

Academic Director Dr/ Stefan sperl SOAS NME DepartmentAcademic Advisor Dr/ Noriko Iwasaki SOAS Centre for Language Pedagogy

Course Tutor Dr Nuha Al shaar

Course Tutor Mariam Reaidy

Course Administrator Ms. NHI Tran Chu 020 7898 4870

Language centre inquiries 020 7898 [email protected]


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5.ASSESSMENTS

Regulation of Assessment:

On successful completion of the programme, students will be awarded the

Postgraduate Diploma in Teaching Arabic. Candidates may receive a Distinction,

Merit, Pass or Fail.

To be awarded a Distinction, candidates must achieve the following:

70% or above in all course units that make up the award.

To be awarded a Merit, candidates must achieve the following:

Unless eligible for a Distinction,

Either i) 60% or above in all course units that make up the award

ii) at least two full course units (or equivalent half-units) with marks of 70% or above

and no mark below 50%

To be awarded a Pass, candidates must achieve the following:

Unless eligible for a Merit or Distinction,


If the candidate is awarded a Fail, he or she has not achieved the following:



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6.Materials and Reading list

Language Awarness and methods in Teaching Arabic

Wahba, Zeinab Taha and Liz England Lawrence Erlbaum 2006 new jerseyHandbook for Arabic language teaching professional in the 21st century

Holes London Longman 1995 Modern standard Arabic structures, Functions and

Varieties

Karin C, Ryding third printing 2007 Cambridge University press

A reference Grammar of Modern Standard Arabic

K Brustad 2002 George Town University press

The syntax of spoken Arabic.

1991

1987 .

Methods in teaching Arabic 1

Required readingK.Wahba, Zeinab Taha and Liz England Lawrence Erlbaum 2006 new jersey

Handbook for Arabic language teaching professional in the 21st century

The teaching of Arabic as a foreign language issues and directionsMahmud al battal USA 1994 AATA

Nielsen H.L 1996 how to teach Arabic communicatively towards a theoretical

Framework for TAFL: in Understanding Arabic: Essays in understanding

contemporary Arabic linguistics

American university of Cairo press edited by alla el Jubilee required

Also found in Journal al arabyyah 1996 AATA

Khaldieh 1996 word recognition of Arabic as a foreign language the role of

phonology and scriptAl arrabyyah journal 29 129- 152

A Gamal 1998 Vocabulary studies from Arabic and western prospective .theoery and

practice Modern standard Arabic the intermediate level

Alarrabyyah 1998 36- 47

1991


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2001 /

-

2004

Arabic Language teaching, history and present day

MacCarus E.1992 History of Arabic studies in the united states .in Roshdy A.(ed) thr

Arabic language pp 207-221Detroit Wayne state University press

The teaching Arabic in Britain James dickens 2005 history and present day.

1993

:

1983

:

1985

1991 :

1999 : : 2003

1 :

: 1988

The teaching of Arabic as a foreign language: linguistics elements Raja T. Nasr.

1978 Beirut.


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Language Teaching and Learning

Eckerth, Johannes. (2008) Task-based Language Learning and teaching: Theoretical,

Methodological and Pedagogical Perspectives. Peter Lang

Howatt Anthony Philip Reid and Widdowson, H. G. (2004.) A History of EnglishLanguage Teaching. OUP.

Richards and Rodgers. (2001). Approaches and Methods in Language Teaching.

Samuda, V. (2008).Tasks in Second Language Learning. Palgrave Macmillan

Stevick, Earl. (1976) Memory, Meaning and Method. CUP.

Tudor, Ian. (2001).The Dynamics of the Language Classroom. CUP

Thornbury, S. (2005). Beyond the Sentence. Macmillan.

Thornbury, S. (2005) Uncovering Grammar. Macmillan.

Wong, Shelley.(2006). Dialogic Approaches to TESOL. Lawrence Erlbaum

Associates.

Wilburg, P. (2002) One to One. Thompson-Heinle.

Teacher Development

Horwitz, Elaine. (2008).Becoming a Second Language Teacher. A Practical Guide to

Second Language Learning and Teaching. Pearson Education.

Woodward, T. (2001). Planning Lessons and Courses. CUP.

Scrivener, J. Learning Teaching.

Language Learning

Drnyei, Z. and Murphey, T . (2003). Group Dynamics in the language classroom.

Cambridge : Cambridge University Press.

Drnyei, Z. (Ed.). (2003). Attitudes, orientations, and motivations in language

learning. Oxford : Blackwell.

Ellis, R. (1994). The Study of Second Language Acquisition. OUP.

Holmes, J. (2008.) An Introduction to Sociolinguistics. 3rd

ed. Pearson/Longman

Lantolf, J. (2000). Socio-Cultural Theory and Second Language Learning. OUP.

Lightbown, P.M., & Spada, N. (2006).How languages are learnt


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Literature

H. A. R. Gibb,Arabic Literature: an introduction, Oxford, 1963

S. Kh. Jayyusi,Modern Arabic Poetry, Columbia University Press, 1987

S. Kh. Jayyusi & R. Allen,Modern Arabic Drama, Indiana University Press,1975

Cairo trilogy Nagib Mahfouz or Any of the novels of Naguib Mahfouz

translated into English.

Anthologies

J. Kritzeck,An Anthology of Islamic Literature, Penguin, 1964

W. M. McNeill & W. Waldman, The Islamic World, London, 1973

History

A. Hourani,History of the Arab Peoples, Cambridge Massachusetts, 1991

A. Hourani,Arabic Thought in the Liberal Age 1798-1939, Cambridge 1983

T. Khalidi, Classical Arab Islam, Princeton, 1986

B. Lewis, The Arabs in History, Hutchinson, 1966

P. Mansell, Constantinople City of the Worlds Desire,1453-1924, London,

1995

7.A Brief Introduction to Arabic

What is Arabic?Arabic belongs to the Semitic family of languages. Besides Arabic, spoken languages

in this family include Modern Hebrew, Amharic, Tigre, Tigrinya, Syriac, a few

Aramaic dialects, and Maltese. 250 million people in the Arab world speak Arabic as

their native language and 1.2 billion Muslims all over the world use Arabic in their

prayers and religious recitations. Arabic is also the liturgical language of many

Eastern Christian churches.

For practical purposes, we might divide Arabic into three varieties:

Classical Arabic is the oldest type of Arabic that is studied widely. It is the language

of the Quran and texts from the classical age of the Islamic empire (including texts

dealing with Quran subjects), the Hadith (the record of the Prophet Muhammad'swords and actions), Islamic law and theology, history, biography, geography, poetry,

grammar, medicine, astronomy, and other sciences. Until a few decades ago, this was

the type of Arabic most commonly taught in American universities. Classical Arabic

is still used today, but is restricted to religious and highly formal contexts.

Modern Standard Arabic (MSA) or al-fuSHaa is a direct descendant of Classical

Arabic and is now the language of elevated discourse or correspondence,

contemporary literature, and the mass media (whether newspaper, radio, television, or

the internet). MSA is a formal, mainly written language that is not used for daily-life

communications. There are no native speakers of Modern Standard Arabic, but the

vast majority of the educated in the Arab world learn MSA through formal schooling.

Although Arabs not educated formally cannot produce MSA, many can comprehend it


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because of the considerable overlap between the different varieties of Arabic. Modern

Standard Arabic remains largely uniform throughout the Arab world.

Colloquial Arabic, or caammiyya, refers to the regional dialects used in everyday

discourse and popular culture media (music, movies, etc.). There are numerous

dialects in the Arab world that vary along geographical, socio-economic, and religiouslines. Arabs from one region can generally understand dialects from other regions,

depending on proximity, exposure to other Arab dialects, education and command of

MSA. In general, there are four major dialect groups in the Arab world today:

(1) The Maghreb (Morocco, Mauritania, Algeria, and Tunisia);

(2) Libya and Egypt (the most widely understandable thanks to the Egyptian media)

(3) The Levant (Syria, Lebanon, Jordan, Palestine, and parts of Iraq)

(4) The Gulf Area (Saudi Arabia, Yemen, UAE, Kuwait, Oman, Bahrain, Qatar).

II. The Language Centre

The Language Centre offers a wide variety of facilities and support materials for its

learners and teachers.

Learning support

The Resources Room is open to Language Centre students free of charge. It contains

audio listening and recording facilities, reception of Arabic TV channels, computers

with internet access, an increasing range of computer-based language learningsoftware and other printed and electronic materials and worksheets. Students are

encouraged to use the facilities in their own time in order to build upon skills learnt in

the classroom.

The Learning Adviser can provide assistance with exploiting the materials available

in the Resources Room, by offering individual support and group workshops on

specific areas of language learning.

CTAFL students can attend the workshops that are run by the LWW-CETL

(www.lww-cetl.ac.uk)

Online materials are available to our students on the learner support page.

The Virtual Learning Environment at SOAS is Blackboard (www.ble.ac.uk). There is

a designated Blackboard site for the CTAFL course. It is an integral part of the course.

Learner Support Pages

SOAS Language Centre provides a range of learning support activities and resources

to its students.


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Logging On

Language Centre students are given usernames and passwords at the beginning of

your course. Look for the sheet with the PALM TREE on it. Can't find it? Send an e-

mail to the Language Centre.

More help with logging in and setting up your SOAS Gmail account - for SOAS

Language Centre students

On-line Resources

Downloads: SOAS Language Centre learning materials online

Download SOAS language learning materials here. Then play them on the move on

your mp3 player. You need your SOAS username and password to access these

resources..

How We Learn LanguagesInspired by the 'Jinrikisha - How We Learnt Japanese' project, we asked more

language learners to share their do's and don'ts with us. Click on each student's name

to read more about their learning experience, including their most embarrassing faux-

pas!

Language Exchange and conversation events

Find language exchange partners to practice and improve your language skills in our

LC conversation events or exchange language a project coordinated by CETL

Languages of the Wider World. Open to all SOAS language learners.

Language Centre students are issued with a SOAS LIBRARY card giving them access

to the School's unique and extensive collection of books, manuscripts, archives,

microfilms and maps of Asia and Africa.

III. The SchoolSOAS LOCATION AND BUILDINGS (map attached)

SOAS has two campuses.

The first is located at Russell Square, Bloomsbury in the heart of London close to the BritishMuseum and British Library. The nearest tubes are Russell Square, Euston and Euston Square.

The campus includes the Brunei Gallery which hosts visiting exhibitions throughout the year andthe Percival David Foundation which houses the finest collection of Chinese ceramics outside

China.

SOAS's second campus, Vernon Square, opened in September 2001. The nearest tubes are King'sCross and Angel. This impressive former Edwardian school has been renovated to contain a range


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of learning, teaching and social facilities, including the Byte2e@at Internet Caf.

Room numbers are prefixed by the building they are in, except for rooms in the main building. So

V is Vernon Square, B is the Brunei Gallery and F is the Faber Building. The first number of theroom number is the floor number (remember in the UK we start with the Ground floor, the first

floor is one story up). So VG04 is room 4 on the ground floor of Vernon Square and F110 is room

10 on the first floor of the Faber Building. Rooms starting with G or L are situated either in theground or lower ground floor of the main building. The only exception is the KLT, the Khalili

Lecture Theatre.

The language centre administrative offices are located in 22 Russell Square where you can find

your course coordinator, teachers and course administrators. Classes normally take place inRussell square school main building or Vernon Square .

LOCKERS

There are lots of lockers around the Russell Square building. You can have one by buying a smallpadlock and key, finding an empty locker and putting your padlock on it. There are no lockers at

Vernon Square.

STUDENT CARDS

After enrolling, you will be given your student ID card as proof that you are a SOAS student. Keep

this safe and we suggest that you carry it with you at all times. You will not be able to get into

Russell Square, Vernon Square, the Learning Resources Area or the Student Union Bar without it.

You can also get a Student Union and University of London Union card. This will

entitle you to cheap entry into museums and theatres and to discounts in some shops and

travel agents etc. The Students Union will tell you how to get your SOAS union card.

The University of London Union is in Malet Street, five minutes walk from RussellSquare where you can get a ULU card.

SPORTS FACILITIES:

The University of London Union (ULU) operates Energy Base, a comprehensive gym and

swimming pool. See the website for more details: http://www.ulucube.com/files/energy_base/ULU is located in Malet St 5 minutes from SOAS.

The Students' Union also runs a number of sports teams from football, rugby to martial artscourses, which are done in the Dojo in SOAS.


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WHAT SOCIAL ACTIVITIES ARE AVAILABLE?

As well as the wealth of social facilities in and around London, the SOAS Students' Union and the

University of London Union (ULU) organise events and activities throughout the year. TheSchool's Students' Union runs a very popular bar with regular evening events- including live bands,

discos and cultural evenings. The SU also facilitates over 30 different student societies, plussports teams and trips to other parts of the UK. A common room at Vernon Square hosts regular

film screenings, and programmes from around the world. There will be a fully detailed

entertainment planner available during registration from the Students' Union. SOAS is also amember of International Students House, ISH, who organise social activities, outings and holidaysthroughout the year. For details see their website www.ish.org.uk

EATING AT SOAS

The Basement Refectory in the main building is open for breakfast and lunch (and for dinner in

the first term). The Snack bar (next to the SU bar in the main building) and the snack bar in thebasement sell hot and cold food and drink. Byte2e@t at Vernon Square is SOAS's internet caf

where you can log on to the net and send emails completely free of charge.You don't even have to

buy from the caf. All we ask is that you do not bring in any food and drink not bought at the caf.

Logging On

Language Centre students are given usernames and passwords at the beginning of

your course. Look for the sheet with the PALM TREE on it. Can't find it? Send an e-

mail to the Language Centre. More help with logging in and setting up your SOAS

Gmail account - for SOAS Language Centre students

Thank you and hope you have a great school yearYousef Omar


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Documents

PG TAFL Handbook[1]