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se it there is nothing wrong with using english with arabic and maybe even some french and spanish but in order to arrive at such a situation individual families need to take responsibility find support systems networks and decide what they need to do in order for their children to speak arabic while researching this idea of how beliefs or what we refer to in sociolinguistics as language ideologies i was stunned that every time i interview many parents they declare their devotion to the arabic language and how they want their children to learn arabic not just for religion or culture but for important things like emotion and expressions that don t have english substitutes but then when i go along and observe these families in real time interaction i see none of their ideas implemented it is not a strange occurrence often speakers are not aware that their linguistic actions contradict their declared beliefs simply there must be an awareness of ideology about language and actual language practice taking place at home if parents want to make a difference in all the family has a role to play in the language learning of their children especially if they live in a setting where their language is not necessarily supported by all parts of their social life e g education work and media i am not saying that the school media poor language books and teaching do not influence or fail to improve the child s arabic abilities all i am saying is what about the role the family can play in all this if you have a few moments and you are a bilingual arabic speaker please kindly fill out my questionnaire more info here thank you arabizi this with others share on x opens in new window x share on facebook opens in new window facebook share on reddit opens in new window reddit like loading fatma said 10 42 am on june 11 2016 scorching hot like the heat of the sun on stone the etymology of the word ramadan and so it s that time of year again enjoy arabizi اللغة العربية it is that time of the year again it is ramadan the month of fasting and once again i re blog here the post in which i discussed the meaning of the word previously i asked what does the actual word ramadan mean looking through lisaan al arab by ibn mandhuur i was able to appreciate the intricacy of the word how it relates to other words and more importantly how it relates to fasting and that left me amazed the word ramadan like many other arabic words based on a three letter root template is derived from r a m a d a which means to be scorching hot notice that i have made all root letters bold so we can see the root even in different derivations how hot well ibn mandhuur was specific and made sure to describe it as hot as the scorching heat on stone under view original post 679 more words arabizi this with others share on x opens in new window x share on facebook opens in new window facebook share on reddit opens in new window reddit like loading fatma said 10 48 am on june 6 2016 tags arabic speaking bilinguals research 2 sociolinguistics 3 please take part in my survey for arabic speaking bilinguals are you an arabic speaker who also speaks other languages if so i would be very grateful if you took part in my survey for arabic speaking bilinguals it is an in depth survey that aims to understand how you as a bilingual learned your languages what you think about those languages and how you use them in your everyday life see more details here this questionnaire is very important because it is the first of its kind to ask for such detail specifically to speakers of the arabic language i piloted the questionnaire last month and it is now ready to be completed i made changes based on the suggestions offered to me by some wonderful volunteers who agreed to pilot it and spent a lot of time completing the questionnaire and filling out a detailed form with constructive feedback i have been given permission by the university of york to conduct this survey and i have all the ethical clearance required for this if you would like to take part in this questionnaire please do so through this link this can only be used once per person it has been programmed that way https york qualtrics com se sid sv_5ckzhrol1puariv note once you start the survey you have 48 hours to complete it before it permanently deletes itself thank you fatma said arabizi this with others share on x opens in new window x share on facebook opens in new window facebook share on reddit opens in new window reddit like loading fatma said 3 39 pm on may 22 2016 tags arabic 17 khallina language maintenance 5 language teaching modern standard arabic 8 the learner is able to breathe the culture in almost every page the need for effective arabic teaching materials the importance of good teaching material in arabic cannot be overstated if future generations are going to proficiently learn and use the arabic language well it is without doubt an imperative that we have good materials and of course teachers such that can support the excellent teachers out there working hard to find resources in order to creatively teach the language what do i mean by good materials i mean books textbooks worksheets and online provisions that support student learning of this ancient majestic language who live and have grown up in a modern fast paced era that we live in today i do not need to lament again over the sorry state of some current arabic curricula especially for native arabic speakers that fills the classrooms around the world there is a clear consensus by teachers educators and policy makers that something needs to be done about these materials and i have written about these previously here on the blog in this post i put up the text of an interview i conducted with laila familiar at new york university at abu dhabi who specialises in the design and development of instructional materials for arabic as a foreign language she is project manager of khallina a website dedicated to the teaching and learning of arab culture s through open source audiovisuals she is also the editor of sayyidi wa habibi 2013 and saaq al bambuu forthcoming 2016 for learners of arabic and the translator of la tía safeyya y el monasterio 2000 a novel by egyptian author bahaa taher i was initially attracted to the website not just because of the playful title but the bringing together of culture and language learning at the same time i was intrigued because of the resources available online and the variety of material available on the website scholars in the field of anthropology child development and linguistics acknowledge that when children acquire language they also simultaneously acquire the cultural rules culture of that those language s this is known as language socialisation and is one the main frameworks i use for my research when investigating how parents and families teach and transmit arabic to the next generation see work by elinor ochs and bambi schieffelin 1984 an excellent introduction so to combine the learning of culture and that of language even at this late or rather superficial level i think may make a difference so that students better understand the relationship between arab culture and the language if conducted well this can be seen as second or secondary socialisation whereby these cultural and linguistic norms are learned after one s first language socialisation why is this a good thing the process of acquiring the language is easier if the student can have access to the culture and cultural significance s behind words and expressions with access to culture and cultural keywords phrases or concepts sometimes the vocabulary is remembered retained better as are sentence structures and the ability for the student to at least attempt speaking in the target language the language they are learning below is the interview in which i ask laila general questions some background information about khallina and then we talk about the actual teaching of arabic tell me a bit about khallina and why it was set up khallina was born from realizing that mainstream arabic textbooks do not address current arab cultural trends in a way that can keep learners engaged nowadays students constantly use the internet and watch videos online so i wanted to create a learning tool that could be attractive to students and that could be easily updated and adapted one of the things i most like about khallina is that it showcases authentic arab cultural manifestations and that videos and worksheets are constantly updated tell me about yourself and your work in arabic language culture please i have been teaching arabic as a foreign language for 15 years and before that i taught spanish for some years too one of the things that surprised me when i did my transition into the arabic classroom is the type of teaching materials available to the instructor and the learner when you compare the arabic resources to those available in european languages you find an important gap at many levels their textbooks are usually loaded with cultural input the learner is able to breathe the culture in almost every page when i say culture i refer to what is known as the big c culture and the small c culture in arabic textbooks the focus is usually on the classical side of the big c we like to highlight important figures and works from the middle ages on the contrary modern and contemporary fine arts literature or music are not usually addressed with regards to the small c arabic textbooks offer some formal aspects like basic greetings and social expressions but most concepts related to the realm of the small c body language humour hobbies behaviour dialect etc is left to the teacher because this has more to do with teaching the colloquial register of the language the small c is a concept in constant change so it makes it harder for printed textbooks to keep up with up to date cultural input why do you think it is important for learners of arabic to also learn about the arab culture i think culture is a great tool to keep learners hooked to arabic it brings them closer to the people and it humanises everything surrounding the arab culture a student cannot only interact with arabs to only talk about politics and current events they need to be able to perform other social tasks and engage in various daily life situations like watching a soccer game or eating together talking about the arts singing etc so how would khallina benefit me if i were a teacher or student if you are a teacher khallina offers you ready made teaching materials to take into the classroom you just need to select the proficiency level that best represents your students and select a cultural topic that interests them each module comes with a detailed lesson plan placed under the teacher portal that explains the cultural objectives and how to use the videos and materials posted under each module what i like about khallina is that by offering several topics at the same level decisions can be taken collaboratively with students if you are an independent learner khallina is a window into the arab culture s even if you don t know much arabic and it can contribute to having richer and more fulfilling interactions with arabs how did you choose which materials to include and why that specific material in the year 2011 we conducted a survey among arabic students in several us universities we received over 200 responses from learners at different proficiency levels to know what aspects of the arab culture they are interested in the results were fascinating and the themes you currently see on khallina reflect real students interests currently we are developing new content based on the same principle we have for example two modules coming out soon one about egyptian humourist bassem youssef advanced level and another one on empowering women intermediate level do you think students learning arabic should also be familiar with arabic dialects absolutely not only to interact effectively with arabs but to understand their culture as we know language and culture go hand in hand in fact many cultural manifestations and practices require a linguistic engagement that most of the time happens in dialect depriving students of arabic of learning a dialect is like teaching a person to swim using only one arm do you advocate the writing of dialect if so why instructors should not be advocates for dialects over modern standard arabic or vice versa our job is to show students how language is being used not how we want it to be used arabs write sometimes in dialect so we must expose our students to that from the beginning the best one can do is to teach descriptively not prescriptively is it correct to assume that the website acts to provide some kind of cultural experience and language use especially for those students not able to travel to the middle east it certainly helps bringing the arab world closer to the learner unfortunately most arabic students drop out after their first semester or year of arabic and many others don t have the opportunity to travel to an arab country until years later culture is one of those things that stays inside you for a long time maybe forever you may not remember how to say i miss you in the foreign language you studied but you will always remember a song or a social tradition you saw even if it was once how do you see the future of arabic teaching and learning on one hand the teaching and learning of foreign languages is moving fast towards incorporating technology and online tools and arabic is no exception apps are being developed online platforms to connect learners with instructors or native speakers around the globe websites with fresh learning material this is already happening in arabic of course the existence of these apps and tools does not always guarantee quality but it reflects the need and necessity of developing resources tailored to the needs of different types of learners the challenge for developers is how to update and adapt themselves to the market s demands especially if you are going to charge for the service on the other hand new textbooks and approaches are being developed and published every year although unfortunately some are poorly designed and produced most arabic practitioners see the need to explore new paths and move in a new direction that can teach authentic language while providing a well rounded knowledge of arab culture but the real issue is that we still haven t connected research based language acquisition theory to the development of teaching materials there is a clear mismatch between applied linguistics research and textbooks but some efforts are starting to surface corpus linguistics for example is emerging as an essential tool in providing authentic linguistic input especially when it comes to learning vocabulary and it is essential that we apply these tools if we want to produce quality teaching materials that can help produce learners who are capable of 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