Arabic as One Language: Integrating Dialect in the Arabic Language Curriculum

Includes bibliographical references and index.

Contents: Dialect Integration: A New Frontier for Arabic Dialect Integration in the Arabic Foreign Language Curriculum: Vision, Rationale, and Models Mahmoud al-Batal To Separate or to Integrate, that is the Question: the Cornell Arabic Program Model Munther Younes Lessons Learned and Empirical Data from Twenty-five Years of Using an Integrated Approach Kirk Belnap Preparing Arabic Teachers for Integration: The Edinburgh Model Jonathan Featherstone Preparing Students for the Future: Integrating Dialect and Standard into the Arabic Foreign Language Classroom Lizz Huntley Curricular Models and Approaches to Integration A Digitally Assisted Model of Integration of Standard and Colloquial Arabic based on the Common European framework Manuela E. B. Giolfo and Federico Salvaggio Developing a Genre-based Curriculum to Teach Arabic Diglossia Emma Trentman An Integrated Moroccan/modern Standard Arabic Curriculum for First-year Learners Mike Turner Arabic Diglossic Speaking without Mixing: Practices and Outcomes from a Beginning Level Sonia Shiri and Charles Joukhadar Integration and Skill Development Integrating Colloquial Arabic into the Arabic L2 Curriculum: An Analysis of Learner Speech Lama Nassif Diverse Speaker Output in the Integrated Classroom: Trends and Interpretation Thomas Leddy-Cecere Effects of Integrated Arabic on Written Language Skills at West Point: A Longitudinal Study Greg Ebner and Jeff Watson Learners' and Teachers' Voices and Perspectives Integrating Colloquial Arabic in the Classroom: A Study of Students' and Teachers' Attitudes and Effects Martin Isleem Dialect Integration: Students' Perspectives within an Integrated Program Mahmoud al-Batal and Christian Glakas Integration and Students' Perspectives in a Multi-dialect Environment Mai Zaki & Jeremey Palmer Teachers' Voices: Analysis of Teachers' Speech and Teachers' Perspectives in Integrated Arabic Classrooms Caroline Najour

Arabic is a diglossic language: What is written is different from what is spoken. For decades, students have learned written Arabic first and then spoken but this does not reflect the sociolinguistic reality of the language nor does it give students what they need to communicate. Teachers of Arabic have struggled to teach communicative skills. With the introduction of Al-Kitaab Third Edition, this method had to be established. Though there has been much discussion about "integrating Arabic," little research or evidence has been presented about it. In this volume, Al-Batal gathers scholars who are using this method with success to present research that the method works. They will address curricular models, students' measured outcomes (with copious examples), and attitudes of students and teachers (which often change) using this methodology. Contributors are a mix of well-known and young scholars, bringing fresh voices into this discussion and making this method more established and less "experimental." Additional data will be provided on the GU Press website. Data include, tables/figures, audio, and video recordings of students showing the proposed method and outcomes from the method discussed. References to these resources will be made in the book.