Arabic-L:PEDA:Correction: Content-based Advanced Arabic Through songs

[Dilworth Parkinson]

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Arabic-L: Mon 11 Apr 2012
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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1) Subject:Content-based Advanced Arabic Through songs

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1)
Date: 11 Apr 2012
From:Rajaa Aquil rajaa.aquil at modlangs.gatech.edu
Subject:Content-based Advanced Arabic Through songs

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 specifying whether you plan to pilot the whole
course or just parts of it.

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End of Arabic-L:  11 Apr 2012