Handbook for arabic language teaching professionals in the 21st century : volume ii.

457 Pages·2017·5.1 MB·English

by  Taha

Handbook for Arabic Language
Teaching Professionals in
the 21st Century
Drawing on the collective expertise of language scholars and educators in a variety of subdisciplines, the Hand-
book for Arabic Language Teaching Professionals in the 21st Century, Volume II, provides a comprehensive treatment of
teaching and research in Arabic as a second and foreign language worldwide. Keeping a balance among theory,
research and practice, the content is organized around
12 themes:
• Trends and Recent Issues in Teaching and Learning Arabic
• Social, Political and Educational Contexts of Arabic Language Teaching and Learning
• Identifying Core Issues in Practice
• Language Variation, Communicative Competence and Using Frames in Arabic Language Teaching and
Learning
• Arabic Programs: Goals, Design and Curriculum
• Teaching and Learning Approaches: Content-Based Instruction and Curriculum
• Arabic Teaching and Learning: Classroom Language Materials and Language Corpora
• Assessment, Testing and Evaluation
• Methodology of Teaching Arabic: Skills and Components
• Teacher Education and Professional Development
• Technology-Mediated Teaching and Learning
• Future Directions
The field faces new challenges since the publication of Volume I, including increasing and diverse demands,
motives and needs for learning Arabic across various contexts of use; a need for accountability and academic
research given the growing recognition of the complexity and diverse contexts of teaching Arabic; and an
increasing shortage of and need for quality of instruction. Volume II addresses these challenges. It is designed to
generate a dialogue—continued from Volume I—among professionals in the field leading to improved practice,
and to facilitate interactions, not only among individuals but also among educational institutions within a single
country and across different countries.
Kassem M. Wahba is Professor in the Department of Near Eastern Studies, Cornell University, USA.
Liz England is Principal at Liz England and Associates, LLC, USA.
Zeinab A. Taha is Associate Professor in the Department of Applied Linguistics, The American University in
Cairo, Egypt.

Handbook for Arabic
Language Teaching
Professionals in the 21st
Century
Volume II
Edited by Kassem M. Wahba, Liz England
and Zeinab A. Taha
First published 2018
by Routledge
711 Third Avenue, New York, NY 10017
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2018 Taylor & Francis
The right of Kassem M. Wahba, Liz England and Zeinab A. Taha to be identified as editors of
this work has been asserted by them in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any
form or by any electronic, mechanical, or other means, now known or hereafter invented,
including photocopying and recording, or in any information storage or retrieval system,
without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks, and
are used only for identification and explanation without intent to infringe.
Library of Congress Cataloguing-in-Publication Data
A catalog record for this book has been requested
ISBN: 978-1-138-93476-4 (hbk)
ISBN: 978-1-138-93477-1 (pbk)
ISBN: 978-1-315-67611-1 (ebk)
Typeset in Bembo
by Apex CoVantage, LLC
We dedicate this book to our students, who struggle with life’s most valuable gift and
the most difficult challenge in the 21st century—learning another language; and to
their teachers, who guide them in their journey.

Contents
Foreword by Roger Allen xi
Preface xiii
Acknowledgments xxi
THEME 1
Trends and Recent Issues in Teaching and Learning Arabic 1
1 Trends and Recent Issues in Teaching and Learning Arabic 3
Kassem M. Wahba, Liz England and Zeinab A. Taha
THEME 2
Social, Political and Educational Contexts of Arabic Language
Teaching and Learning 9
2 Teaching Arabic in the United States II 11
Karin C. Ryding
3 Teaching and Learning Arabic in Japan 20
Akiko M. Sumi and Katsunori Sumi
THEME 3
Identifying Core Issues in Practice 39
4 Approaches to Second Language Acquisition in Relation to Arabic 41
Susan M. Gass and Ayman Mohamed
5 Beliefs, Motivation, and Engagement: What Every Teacher of Arabic
Should Know About Self-Efficacy 62
Nicole Mills and R. Kirk Belnap
vii
Contents
THEME 4
Language Variation, Communicative Competence and Using
Frames in Arabic Language Teaching and Learning 77
6 Syntactic Variation in Modern Written Arabic: A Corpus-Based Study in
Egyptian Newspapers 79
Zeinab A. Taha
7 Contemporary Arabic Variation and Conditionals: Hypotheses From Arab
Blogs 2014–2015 89
Manuela E. B. Giolfo and Federico Salvaggio
8 Intercultural Communication, Curriculum Development and Assessment 109
Jerry Lampe
9 The Implementation of the Common European Framework of Reference
for the Teaching and Learning of Arabic as a Second Language in Higher
Education 118
Rasha Soliman
THEME 5
Arabic Programs: Goals, Design and Curriculum 139
10 Arabic as a Foreign Language at AUB: History and Current Trends 141
David Wilmsen
11 Study Abroad Arabic Programs: Issues of Concern, Research and Future
Directions 151
Emma Trentman
12 Teaching Arabic in Elementary, Middle, and High School 162
Steven Berbeco
13 Motivating Heritage Students to Acquire the Standard Arabic Language 175
Mona Kamel Hassan
THEME 6
Teaching and Learning Approaches: Content-Based
Instruction and Curriculum 183
14 Arabic for Specific Purposes: Problems and Potentials 185
Mohssen Esseesy
viii
Contents
15 ‘Arabiyyatii: An Innovative Technology-Based Curriculum for Teaching
Arabic to Native Speakers 199
Zeinab Ibrahim, Pantelis Papadopoulos and Andreas Karatsolis
THEME 7
Arabic Teaching and Learning: Classroom Language Materials
and Language Corpora 217
16 Using Linguistic Corpora in Arabic Foreign Language Teaching and Learning 219
Lynn Whitcomb and Sameh Alansary
17 Materials Development in Arabic Language Learning and Teaching:
Realities, Needs, and Future Directions 232
Kassem M. Wahba
THEME 8
Assessment, Testing and Evaluation 253
18 Arabic Language Assessment 255
John M. Norris and Michael Raish
19 Assessment of Spoken Arabic Proficiency: Issues in Elicitation and Rating 269
Mahdi Alosh
20 Writing Across the Arabic Curriculum: Towards Assessment for Program
Development 278
Clarissa Burt
THEME 9
Methodology of Teaching Arabic: Skills and Components 297
21 Integrating Listening and Speaking Skills in a Content-Based Instruction
Class Using a Task-Based Framework 299
Shahira Yacout
22 Integrating Reading and Writing: Literature Circles 308
Dalal Abo El Seoud
23 A Strategy for Teaching Arabic Pronunciation 329
Khaled Rifaat
24 The Pedagogy of Arabic Grammar 344
Hristina Chobanova
ix