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

 - xvii, 332 p.,  23 cm 
<br/><br/>Includes bibliographical references and index. 
<br/><br/>Contents:  Dialect Integration: A New Frontier for Arabic  Dialect Integration in the Arabic Foreign Language Curriculum: Vision, Rationale, and Models  To Separate or to Integrate, that is the Question: the Cornell Arabic Program Model  Lessons Learned and Empirical Data from Twenty-five Years of Using an Integrated Approach  Preparing Arabic Teachers for Integration: The Edinburgh Model  Preparing Students for the Future: Integrating Dialect and Standard into the Arabic Foreign Language Classroom  Curricular Models and Approaches to Integration  A Digitally Assisted Model of Integration of Standard and Colloquial Arabic based on the Common European framework  Developing a Genre-based Curriculum to Teach Arabic Diglossia  An Integrated Moroccan/modern Standard Arabic Curriculum for First-year Learners  Arabic Diglossic Speaking without Mixing: Practices and Outcomes from a Beginning Level  Integration and Skill Development  Integrating Colloquial Arabic into the Arabic L2 Curriculum: An Analysis of Learner Speech  Diverse Speaker Output in the Integrated Classroom: Trends and Interpretation  Effects of Integrated Arabic on Written Language Skills at West Point: A Longitudinal Study  Learners' and Teachers' Voices and Perspectives  Integrating Colloquial Arabic in the Classroom: A Study of Students' and Teachers' Attitudes and Effects  Dialect Integration: Students' Perspectives within an Integrated Program  Integration and Students' Perspectives in a Multi-dialect Environment  Teachers' Voices: Analysis of Teachers' Speech and Teachers' Perspectives in Integrated Arabic Classrooms  Mahmoud al-Batal  Munther Younes  Kirk Belnap  Jonathan Featherstone  Lizz Huntley  Manuela E. B. Giolfo and Federico Salvaggio  Emma Trentman  Mike Turner  Sonia Shiri and Charles Joukhadar  Lama Nassif  Thomas Leddy-Cecere  Greg Ebner and Jeff Watson  Martin Isleem  Mahmoud al-Batal and Christian Glakas  Mai Zaki & Jeremey Palmer  Caroline Najour 
<br/><br/> 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. 
<br/><br/><label>ISBN: </label>9781626165045 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Arabic language--Study and teaching<br/>Arabic language--Spoken Arabic<br/>Arabic language--Dialects<br/>TAFL