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Arabic-L: Fri 30 Oct 2009
Moderator: Dilworth Parkinson <<a href="mailto:dilworth_parkinson@byu.edu">dilworth_parkinson@byu.edu</a>>
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-------------------------Directory------------------------------------
1) Subject:Number of Al-Kitaab Chapters per term
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1)
Date: 30 Oct 2009
From:<span class="Apple-style-span" style="font-size: medium; white-space: normal; ">Muhammad Eissa <<a href="mailto:eissa@comcast.net">eissa@comcast.net</a>></span>
Subject:Number of Al-Kitaab Chapters per term
<span class="Apple-style-span" style="font-size: medium; white-space: normal; ">Salaam All;<br><br><span class="Apple-tab-span" style="white-space: pre; "> </span>Perhaps Hanada's response is among the firs I read in this list that<br>attract our attention to a major misallocation of our teaching focus. In the<br>past ten years + I have been heavily engaged in mostly K-12 teachers'<br>training. One expression is always highlighted and stressed as a goal is:<br>"what you want student to know and be able to do by the end of your teaching<br>phase?". <br><br><span class="Apple-tab-span" style="white-space: pre; "> </span>The prevailing misconception is that "curriculum" means textbook and<br>visa versa. Unlike language teaching faculty in institutions of higher<br>education, K-12 Arabic language teachers, especially in public schools, are<br>required to teach according to Standards-Based Curriculum. (see Executive<br>Summary: <a href="http://www.actfl.org/files/public/StandardsforFLLexecsumm_rev.pdf)">http://www.actfl.org/files/public/StandardsforFLLexecsumm_rev.pdf)</a> <br>Very few of Arabic language teachers in colleges and universities care to<br>know or to be engaged in the current language teaching movement. <br><br><span class="Apple-tab-span" style="white-space: pre; "> </span>I am afraid many members in this list may be reluctant to open the<br>door for a realistic discussion of the status of Arabic language teaching,<br>particularly those who teach in institutions of higher education. However,<br>it is not too late to reflect on our current status and engage in a serious<br>investigation of why Arabic is still lagging behind in its teaching<br>pedagogical progress. <br><br>Salaam <br>Muhammad S. Eissa, Ph. D.<br>University of Chicago,<br>Near Eastern Languages and Civilizations,<br>1155 E. 58th. Street,<br>Chicago, IL 60637<br>Ph. (773) 834-0123<br>Fax (773) 702-2587<br>E. Mail: <<a href="mailto:meissa@uchicago.edu">meissa@uchicago.edu</a>><br><br>A N D <br><br>President; <br>Eissa & Associates, Inc.<br>2020 Orrington Ave.,<br>Evanston, IL 60201<br>Ph. (847) 869-4775<br>Fax. (847) 869-4773<br>E. Mail: <<a href="mailto:Eissa@comcast.net">Eissa@comcast.net</a>><br></span>
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End of Arabic-L: 30 Oct 2009
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