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DEGREE REGULATIONS & PROGRAMMES OF STUDY 2013/2014 -
- ARCHIVE as at 1 September 2013 for reference only
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DRPS : Course Catalogue : School of Literatures, Languages and Cultures : Islamic and Middle Eastern Studies

Postgraduate Course: Approaches to Arabic Teaching Pedagogy (IMES11056)

Course Outline
SchoolSchool of Literatures, Languages and Cultures CollegeCollege of Humanities and Social Science
Course typeStandard AvailabilityNot available to visiting students
Credit level (Normal year taken)SCQF Level 11 (Postgraduate) Credits20
Home subject areaIslamic and Middle Eastern Studies Other subject areaNone
Course website None Taught in Gaelic?No
Course descriptionThis course is intended to equip students with the skills required to teach Arabic to non-native speakers using communicative teaching pedagogy. Although it is not a teaching qualification per se, it would provide a good foundation for a student who is interested in teaching Arabic to adults at further or higher education or any other context. It will provide an intensive training in essential skills of how to integrate and use educational technology effectively to enhance your teaching practice of Arabic and the four key language skills (Reading, Writing, Listening and Speaking).
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Additional Costs None
Course Delivery Information
Not being delivered
Summary of Intended Learning Outcomes
1. Familiarity with Arabic teaching pedagogy.
2. Ability to design and deliver an Arabic training course.
3. Knowledge of broader language teaching methodologies.
4. Equip participants with the most essential e-Learning ideas, practices and tools required for language teaching
5. It will also build participants┐ confidence, knowledge and creativity to inspire them to use technology to their advantage
Assessment Information
Assessment will be by one twenty minute observed micro-lesson. (40%)

This lesson will need to be accompanied by:

a) a detailed 90 min lesson plan, explaining the rationale behind the lesson (level to be agreed by student and course tutor) (30%)

b) a piece of originally produced teaching material accompanied by a related activity.(20%)

c) a completed detailed self-evaluation form of how the lesson went (10%)
Special Arrangements
None
Additional Information
Academic description Not entered
Syllabus Week 1: Diglossia and its impact on Teaching Arabic to non-native speakers

Week 2: Student Centred Teaching & Classroom Management

Week 3: Teaching Communicative Speaking in Arabic

Week 4: Teaching Communicative Reading in Arabic

Week 5: Staging Arabic and Designing Drills and using Music.

Week 6: Teaching Communicative Writing

Week 7: Student Assessment and Evaluation

Week 8: Micro-teaching

Week 9: e-learning

Week 10: Error correction and final overview
Transferable skills a) ability to deconstruct a language and reflect on how it functions.

b) ability to deliver a well-prepared & communicative training session.

c) ability to present information in a concise and clear manner.
Reading list Ur, Penny (2002) A Course in Language Teaching. Cambridge University Press.

Rinvolucri, Mario (2007) Humanising your Coursebook. Delta Publishing.

Cachia, Pierre (1985) A Dictionary of Arabic Grammatical Terms.
Librarie du Liban.

Hadfield, Jill (1988) Elementary, Intermediate and Advanced Communication Games. Nelson.

Seymour & Popova (2006) 700 Classroom Activities. Macmillan.

Al-Batal, Mahmoud. (1992)┐Diglossia Proficiency: The Need for an Alternative Approach to Teaching.┐ The Arabic Language in America. Ed. Aleya, Rouchdy. Detroit, MI: Wayne State UP, 284-304.

Scrivener, Jim (2001) Learning Teaching. Macmillan.

Taha, Zeinab & England, Liz (2006) Handbook for Arabic Teaching Professionals in the 21st Century. Routledge.

Ferguson, Charles (1959) ┐The Arabic Koine┐ Language: Vol. 35 No. 4, pp. 616-630.

Fakhri, Ahmed.(1995) ┐Arabic as a Foreign Language: Bringing Diglossia into the Classroom.┐ The Foreign Language Classroom: Bridging Theory and Practice. Eds. Margaret Austin Haggstrom, Leslie Zarker Morgan, and Joseph A. Wieczorek. New York: Garland.
Study Abroad Not entered
Study Pattern A series of ten 2 hour-workshops over ten weeks using a blended style combining theory-based seminars with hands-on practical methods.
KeywordsAtATP
Contacts
Course organiserMr Jonathan Featherstone
Tel: (0131 6)51 1531
Email: Jonathan.Featherstone@ed.ac.uk
Course secretaryMs Olivia Little
Tel: (0131 6)50 4917
Email: olivia.little@ed.ac.uk
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