23.1919, FYI: Class Material: Arabic Lang & Culture Through Song

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Tue Apr 17 16:21:32 UTC 2012


LINGUIST List: Vol-23-1919. Tue Apr 17 2012. ISSN: 1069 - 4875.

Subject: 23.1919, FYI: Class Material: Arabic Lang & Culture Through Song

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Date: Tue, 17 Apr 2012 12:20:53
From: Rajaa Aquil [rajaa.aquil at modlangs.gatech.edu]
Subject: Class Material: Arabic Lang & Culture Through Song

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Advanced content-based Arabic language, culture and history through 
songs course

We are looking for institutes and programs that are interested and 
willing to pilot advanced content-based Arabic language, culture and 
history through songs course which will be offered in the Fall of 2012 at 
Georgia tech. Interested people can pilot either the whole course or 
parts of it. This entails they teach the course concurrently while it is 
being taught at GT and at the end of the course give us their feedback 
as well as the students'. The course is a web-based course and 
interested people will have access to the web page on GT server. The 
course material is independent of Alkitab and requires at least 5 
semesters of learning Arabic. 

As an overview of the course, it starts with an introduction including 
Amr Diab's song ''Habiby ya Nour al 'ein'' to jazz up the course and get 
the students excited. Especially that the song is taught early on in Alif 
Baa'. Then it proceeds historically from AlJahiliyya, Advent of Islam and 
songs inspired by the Omayyad, Abbasid, Fatimid eras, The
kingdom period in Egypt, Gamal Abdel Nasser and 23 July revolution, 
Sadat and the opening of investment, Clash of the civilization Mubarak 
and post 9/11, and finally the Arab spring. Egyptian Arabic is chosen
because of the widespread popularity of the Egyptian songs and movie 
industry. Hopefully in future phases of the project we can work on 
incorporating other songs from other regional dialects.

The songs' language range from, Classical as in 'Tala'a al Badr
'alayna' to MSA as in Nizar Qabbaani's poems, to Egyptian as in, 
romantic, religious, patriotic, popular and shabaabi songs. Each song
has interactive tasks and sources accompanying it: such as reading 
Sources and excerpts related to the background of the song or lyrics 
from the web and other historical and cultural texts, and listening 
sources such as links on Youtube.

   Here is the an example of the format of the unit. Note that class 
sessions, debates and discussions are in Arabic.
   1- Song's name and title and overview about the song, period, and 
the singer
   2- Notes on the text and lyrics of the song.
   3- Pedagogical Tasks:
   A- Listening Tasks: i. Pre-listening, ii. During listening, iii.
      post listening
   B- Vocabulary and Grammar tasks
   C- Questions for Deeper Understanding
   D- Oral and Written in Class Discussion (to prepare the  students in
      writing as an evaluation of their uptake)
   E- Further Listening and Reading Suggestions (for further 
exploration)

The questions in the tasks are interactive with instant feedback and are 
of MC, fill in the blanks, Open ended questions.The pages also can be 
printed so that the instructor can have the answers if he or she needs 
to correct them manually.

As for the course assessment, we will provide the assessment. 
However, for the evaluation of the piloting, we have a survey/essay 
style feedback at semester end from students and instructor.

Those interested in piloting the whole course or just parts of it please 
send an email to: <rajaa.aquil at modlangs.gatech.edu> specifying 
whether you plan to pilot the whole course or just parts of it. 



Linguistic Field(s): Applied Linguistics





 






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