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* An original volume that comprehensively addresses principles,
strategies, and techniques of teaching Arabic * Brings together
renowned TAFL scholars from around the world to present a range of
perspectives * Presents both research findings and pedagogical
techniques on teaching Arabic as a second or foreign language *
Covers both Arabic grammar and SLA (second language acquisition)
research and theory
* An original volume that comprehensively addresses principles,
strategies, and techniques of teaching Arabic * Brings together
renowned TAFL scholars from around the world to present a range of
perspectives * Presents both research findings and pedagogical
techniques on teaching Arabic as a second or foreign language *
Covers both Arabic grammar and SLA (second language acquisition)
research and theory
Drawing on the collective expertise of language scholars and
educators in a variety of subdisciplines, the Handbook 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.
This landmark volume offers an introduction to the field of
teaching Arabic as a foreign or second language. Recent growth in
student numbers and the demand for new and more diverse Arabic
language programs of instruction have created a need that has
outpaced the ability of teacher preparation programs to provide
sufficient numbers of well-qualified professional teachers at the
level of skill required. Arabic language program administrators
anticipate that the increases in enrollment will continue into the
next decades. More resources and more varied materials are
seriously needed in Arabic teacher education and training. The goal
of this Handbook is to address that need. The most significant
feature of this volume is its pioneer role in approaching the field
of Arabic language teaching from many different perspectives. It
offers readers the opportunity to consider the role, status, and
content of Arabic language teaching in the world today. The
Handbook is intended as a resource to be used in building Arabic
language and teacher education programs and in guiding future
academic research. Thirty-four chapters authored by leaders in the
field are organized around nine themes: Background of Arabic
Language Teaching; Contexts of Arabic Language Teaching;
Communicative Competence in Arabic; The Learners; Assessment;
Technology Applications; Curriculum Development, Design, and
Models; Arabic Language Program Administration and Management; and
Planning for the Future of Arabic Language Learning and Teaching.
The Handbook for Arabic Language Teaching Professionals in the 21st
Century will benefit and be welcomed by Arabic language teacher
educators and trainers, administrators, graduate students, and
scholars around the world. It is intended to create dialogue among
scholars and professionals in the field and in related
fields--dialogue that will contribute to creating new models for
curriculum and course design, materials and assessment tools, and
ultimately, better instructional effectiveness for all Arabic
learners everywhere, in both Arabic-speaking and non-Arabic
speaking countries.
This landmark volume offers an introduction to the field of
teaching Arabic as a foreign or second language. Recent growth in
student numbers and the demand for new and more diverse Arabic
language programs of instruction have created a need that has
outpaced the ability of teacher preparation programs to provide
sufficient numbers of well-qualified professional teachers at the
level of skill required. Arabic language program administrators
anticipate that the increases in enrollment will continue into the
next decades. More resources and more varied materials are
seriously needed in Arabic teacher education and training. The goal
of this Handbook is to address that need. The most significant
feature of this volume is its pioneer role in approaching the field
of Arabic language teaching from many different perspectives. It
offers readers the opportunity to consider the role, status, and
content of Arabic language teaching in the world today. The
Handbook is intended as a resource to be used in building Arabic
language and teacher education programs and in guiding future
academic research. Thirty-four chapters authored by leaders in the
field are organized around nine themes: Background of Arabic
Language Teaching; Contexts of Arabic Language Teaching;
Communicative Competence in Arabic; The Learners; Assessment;
Technology Applications; Curriculum Development, Design, and
Models; Arabic Language Program Administration and Management; and
Planning for the Future of Arabic Language Learning and Teaching.
The Handbook for Arabic Language Teaching Professionals in the 21st
Century will benefit and be welcomed by Arabic language teacher
educators and trainers, administrators, graduate students, and
scholars around the world. It is intended to create dialogue among
scholars and professionals in the field and in related
fields--dialogue that will contribute to creating new models for
curriculum and course design, materials and assessment tools, and
ultimately, better instructional effectiveness for all Arabic
learners everywhere, in both Arabic-speaking and non-Arabic
speaking countries.
Drawing on the collective expertise of language scholars and
educators in a variety of subdisciplines, the Handbook 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.
This landmark volume offers an introduction to the field of
teaching Arabic as a foreign or second language. Recent growth in
student numbers and the demand for new and more diverse Arabic
language programs of instruction have created a need that has
outpaced the ability of teacher preparation programs to provide
sufficient numbers of well-qualified professional teachers at the
level of skill required. Arabic language program administrators
anticipate that the increases in enrollment will continue into the
next decades. More resources and more varied materials are
seriously needed in Arabic teacher education and training. The goal
of this Handbook is to address that need. The most significant
feature of this volume is its pioneer role in approaching the field
of Arabic language teaching from many different perspectives. It
offers readers the opportunity to consider the role, status, and
content of Arabic language teaching in the world today. The
Handbook is intended as a resource to be used in building Arabic
language and teacher education programs and in guiding future
academic research. Thirty-four chapters authored by leaders in the
field are organized around nine themes: *Background of Arabic
Language Teaching; *Contexts of Arabic Language Teaching;
*Communicative Competence in Arabic; *The Learners; *Assessment;
*Technology Applications; *Curriculum Development, Design, and
Models; *Arabic Language Program Administration and Management; and
*Planning for the Future of Arabic Language Learning and Teaching.
The Handbook for Arabic Language Teaching Professionals in the 21st
Century will benefit and be welcomed by Arabic language teacher
educators and trainers, administrators, graduate students, and
scholars around the world. It is intended to create dialogue among
scholars and professionals in the field and in related
fields--dialogue that will contribute to creating new models for
curriculum and course design, materials and assessment tools, and
ultimately, better instructional effectiveness for all Arabic
learners everywhere, in both Arabic-speaking and non-Arabic
speaking countries.
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