Arabic Without Walls

Arabic Without Walls
Arabic Without Walls contains materials for three separate components broken down under the Course Content into Al-Kitaab,  Part one Second Edition  Interviews, and Culture. While each component may stand by itself and therefore may be studied independently, the three are designed to complement each other in Arabic Without Walls. The course syllabus will help you go back and forth between the textbooks, the DVDs, and the Web materials as you proceed in a given chapter. For review purposes, however, or when you choose to concentrate on a single element of the Web-based course, you will find it useful to go to Course Content and select the relevant component.

Click on the course content, there are 15 units...

Accessed 11/03/2012

Hot Potatoes Version 6

Hot Potatoes Version 6

The Hot Potatoes home page is located at the University of Victoria. You can download the latest versions of the programs from there.
The Hot Potatoes suite includes six applications, enabling you to create interactive multiple-choice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill exercises for the World Wide Web. On September 1, 2009, Hot Potatoes was released as freeware.
Hot Potatoes was created by the Research and Development team at the University of Victoria Humanities Computing and Media Centre. Commercial aspects of the software are handled by Half-Baked Software Inc.

Ideas and Reasons for Integrating new technologies and especially my Flexipacks in Teaching and Learning Turkish | SOAS, University of London

Ideas and Reasons for Integrating new technologies and especially my Flexipacks in Teaching and Learning Turkish | SOAS, University of London

Ideas and Reasons for Integrating new technologies and especially my Flexipacks in Teaching and Learning Turkish

Nil Okan Paniguian JP, FCIOL (Fellow of Chartered Institute of Linguists)

Date: 16 March 2012Time: 4:10 PM
Finishes: 16 March 2012Time: 5:30 PM

Venue: Russell Square: College BuildingsRoom: 4421

Type of Event: Forum
Series:CLP Forum

This will be a general discussion of how new technologies have been integrated in the teaching and learning of Turkish in practice. Apart from teachers devoting sufficient time to preparation and to their students, teachers are advised to use new technologies to allow “lonely souls of technology” and “tutor/classroom shy learners” to interact and communicate from a distance and get a better grasp of the cultural aspects of the living language.
I discuss the experience of preparing and using adapted ‘Flexipacks’ for language teaching and learning designed to fill an important gap in self study and revision. Students not only enjoyed working privately with audio/video units and handouts, but also felt they could also revise and consolidate their learning at their own pace and in their own time. Additionally, it gave them the freedom to work on their skills in an unconstrained environment. Moreover, it also emerged that the Blackboard VLE that was used by all levels of students, appeared to lead to students exchanging learning tips, revealing the importance of such technologies to enhance learning and attenuate cultural and linguistic differences.
Given these experiences it is suggested that video conferencing for amalgamating language classrooms between countries, especially one of them being the target language country, is something that is likely to be very useful. Learners would be able to exchange their own learning experiences and tips regardless of their location, background or ability.

Contact email: ni3(at)soas.ac.uk

Elementary Immersion Learning Strategies

Elementary Immersion Learning Strategies

Successful language learners are more strategic than less effective language
learners. By "strategic," we mean that they are better able to figure out the
task requirements and are flexible in their approach to solving any problems
they encounter while working on the task. Unsuccessful language learners, on the
other hand, while not necessarily unaware of strategies, have difficulty in
choosing the best strategy for a specific task, and often have a limited variety
of strategies in their repertoire.
Students who think and work strategically are more motivated to learn (Paris,
1988) and have a higher sense of self-efficacy, or confidence in their own
learning ability (Zimmerman, 1990; Zimmerman & Pons, 1986). That is,
strategic students perceive themselves as more able to succeed academically than
students who do not know how to use strategies effectively. With this positive
attitude toward language learning, students are also able to lower their anxiety
level while working with a foreign language. Instructing students in strategies
that lower anxiety can help all students gain the confidence they need to
perform their best, especially in the classroom (Khaldieh, 2000). Students who
expect to be successful at a learning task generally are successful, and each
successful learning experience increases motivation.


You can download the whole book from the aboce link, this is something that your students should be aware of "LEARNING L2 STRADEGIES "

International Association of Teachers of Arabic as a Foreign Language: Free Lessons in Arabic at SOAS Language Centre in London

International Association of Teachers of Arabic as a Foreign Language: Free Lessons in Arabic at SOAS Language Centre in London

International Association of Teachers of Arabic as a Foreign Language: Free Lessons in Arabic at SOAS Language Centre in London

International Association of Teachers of Arabic as a Foreign Language: Free Lessons in Arabic at SOAS Language Centre in London

TFL: Session 1: Meaningful Interpretation

TFL: Session 1: Meaningful Interpretation

(Click above to watch )

Video SummaryIn "Meaningful Interpretation," Professor Virginia Scott
of Vanderbilt University addresses the value of teaching interpretive
communication skills. Professor Scott also joins a round-table discussion on
effective approaches to teaching interpretation skills, moderated by University
of Pittsburgh professor Richard Donato, and including teachers Lauri Dabbieri of
Fairfax, Virginia, and Michel Pasquier of New Hyde Park, New York. The video
also features excerpts from Ms. Dabbieri's and Mr. Pasquier's classes, as well
as other classes across different grade levels and languages.* The video
addresses the following questions:
What is text?
What is interpretation?
At what level can interpretation begin?
Can there be multiple interpretations?
How is the interpretive mode assessed? *The classroom excerpts
featured in this video are from the Teaching Foreign Languages K-12 video
library. To learn more about the featured lessons, go to the Library Videos Chart.

Free Lessons in Arabic at SOAS Language Centre in London

Free Lessons in Arabic at SOAS Language Centre in London

Advanced Communicative Arabic – Free Lessons5-week course starting 3rd of March 2012. Saturdays 12.30pm to 2.30pmThe course aims to reinforce the skill of communicating in Modern Standard Arabic acquired on the Upper Intermediate course or similar courses. In addition to learning Modern Standard Arabic - both written and spoken - students will be learn communicative colloquial Arabic in their day-to day-life and work situations. by the end of the course students should be able toin a 'real world' setting, understand meaning from the written and spoken context and with the help of grammatical indicatorsinitiate and sustain conversations on a variety of topicsbe familiar with the difference between formal and spoken ArabicThe course is taught in English and Arabic and covers reading, speaking and listening using contemporary printed and audio material. An appropriate balance is struck between communicative activities, structure, practice and grammar. Class size is normally limited to fifteen to make learning as interactive as possible.
The course will be taught with the PG dip ss as well as teaching  Listening Strategy .
The  FREE course will  cover all 4 skills (listening, speaking ,reading and  writing  )
Please contact arabic@soas.ac.uk before 3 pm 2 March 2012 First come first serve.

Purdue OWL: APA Formatting and Style Guide

Purdue OWL: APA Formatting and Style Guide

For Essay writing in "SOAS" Language Padagogy you need :

Reference List: BooksSummary: APA (American Psychological Association) is most commonly used to cite sources within the social sciences. This resource, revised according to the 6th edition, second printing of the APA manual, offers examples for the general format of APA research papers, in-text citations, endnotes/footnotes, and the reference page. For more information, please consult the Publication Manual of the American Psychological Association, 6th edition, second printing.

ALSO http://www.apastyle.org/apa-style-help.aspx

Learner autonomy and second/foreign language learning | LLAS Centre for Languages, Linguistics and Area Studies

Learner autonomy and second/foreign language learning LLAS Centre for Languages, Linguistics and Area Studies

This article defines the autonomous learner; summarises arguments in favour of helping language learners to become autonomous; briefly considers the process of 'autonomisation' in language classrooms and self-access learning schemes; identifies some principal lines of research; and concludes by suggesting that the Council of Europe's European Language Portfolio may bring 'autonomisation' to much larger numbers of learners than hitherto and in doing so may provide an important focus for research.

English 101 | An-Najah Videos

English 101 An-Najah Videos

Teaching Vocabulary in context

This Video is in English for Arabic students. Watch the teacher and think about his approach ...






More Videos: http://videos.najah.edu/taxonomy/term/478

Advaned Writing | An-Najah Videos

Advaned Writing An-Najah Videos

Approach to teaching Writing/ Correction

This is English class but it is easy to transfer the technique to Arabic class.

More video : http://videos.najah.edu/

International Association of Teachers of Arabic as a Foreign Language: Language Maintenance and Loss: Arabic in the USA Among Second Generation Arab Americans - YouTube

International Association of Teachers of Arabic as a Foreign Language: Language Maintenance and Loss: Arabic in the USA Among Second Generation Arab Americans - YouTube

Language Maintenance and Loss: Arabic in the USA Among Second Generation Arab Americans - YouTube

Language Maintenance and Loss: Arabic in the USA Among Second Generation Arab Americans - YouTube

Arabic as a heritage language

A lecture entitled Language Maintenance and Loss: Arabic in the USA Among Second Generation Arab Americans by Dr. ElAbbas Benmamoun.

Re examining Listening Comprehension -Critical Thinking

Creating Dynamic Critical Thinkers You Tube

View more presentations from Ozgur Pala

Re-examining Listening comprehension

From Jo Ann Miller

Re-examining listening comprehension

View more presentations from JoAnn MIller

Welcome to AzarGrammar.com

Welcome to AzarGrammar.com

This is indeed very nice link.

Reading

Lecture 3 Models Of Reading 2 (2)

View more presentations from Izaham

The Basics of APA Style

The Basics of APA Style

This tutorial is designed for those who have no previous knowledge of APA Style®. It shows users how to structure and format their work, recommends ways to reduce bias in language, identifies how to avoid charges of plagiarism, shows how to cite references in text, and provides selected reference examples

Essentials of Language Teaching

index

click on the index, this will take you tp National Capital Language Resource Center.
NCLRC's Web site for college and university language instructors.
This site gives college and university instructors and teaching assistants an introduction to the language teaching methods that are currently used in U.S. universities. The content is based on the material in Modules for the Professional Preparation of Teaching Assistants in Foreign Languages (Grace Stovall Burkart, ed.; Center for Applied Linguistics, 1998). The site was developed for the National Capital Language Resource Center (NCLRC) by Catharine Keatley and Deborah Kennedy.

 Main home page http://nclrc.org/index.html
Learning strategies http://nclrc.org/sailing/index.html
 Arabic web cast(new) http://nclrc.org/webcasts/arabic/index.html
Reading resource         http://www.nclrc.org/essentials/resources.htm#assess