The Islamic University of Gaza HEA-AHRC Symposium on Interculturalism and Translating Cultures Series 19 th June 2014 – University of Glasgow - UK Arabic

The Islamic University of Gaza

HEA-AHRC Symposium on Interculturalism and Translating Cultures Series

19th June 2014 – University of Glasgow - UK

Arabic as a Foreign LanguageChallenges & innovations from besieged Gaza

Dr. Nazmi Al-Masri



Outline

1. context related challenges1.Geographical & socio-economic challenges2. Teaching and pedagogical challenges

2. Imagine activity

3. Four Major Seeds of Potential Success

4. 5 Innovative Seeds planted to overcome 20 challenges & truths

5. Conclusions

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Geographical & socio-economic context: 10 facts

1.Population: approx. 1.9 million

2.Total area: 365 km2 (45km long, 6-12km wide)

3.Population Density: one of the most densely populated areas around the world, with of over 4,500 people per km2

4.Barbed tightly controlled borders:

5.Registered Refugees: 70% -1.3 M for over 60 yrs

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Geographical & socio-economic context: 10 facts

6. Unemployment: 35-40% - Youth unemployment : 57.2 %

7. poverty rate: 38%

8. Under tight siege since 2007

9. Under frequent military attacks : Dec 2008 & 2010 +

10.Power/electricity : daily 8-12 hrs cut off 4


Teaching and pedagogical challenges: 10 truths

10 core Challenges related to the key components of teaching any foreign language:

Complete absence or lack of

1.local qualified teachers of Arabic as a FL

2.local specialised teacher trainers of Arabic as a FL

3.basic fund to cover any activity related to teacher development

4.appropriate textbooks and learning materials

5.experience of modern methodology in TAFL: What good language teaching and best practices look like?

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Teaching and pedagogical context: 10 truths

10 core Challenges related to the key components of teaching any foreign language:

Complete absence or lack of

6.experience of how modern technologies including computer, internet and social media can be used in TAFL

7.knowledge about how much time is needed to achieve various levels of proficiency in Arabic language

8.teaching & learning resources and materials

9.free mobility to get training or host trainers

10.staff who can assist in overcoming some of these challenges

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Imagine

• you have the 20 above mentioned context facts & truths:

– very restricted mobility, tight siege & no regular electricity

– no trainers, teachers, learners, teaching materials , resources

– living, teaching and planning under the threat of frequent air strikes and destructive wars

– No fund

What would you do?

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4 Major Seeds of Potential Success

A) Arabic language features & benefits1. One of 6 official languages used by UN

2. Official language of 22 member states of UNESCO

3. Used by more than 422 million speakers in the Arab world

4. Used by more than 1.5 billion Muslims

5. Knowing Arabic provides better insights into Arabs' rich cultural heritage: unique art, literature, and way of life.

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A) Arabic language features & benefits6. Mastering Arabic can boost the chances of getting a prestigious job in

public & private sectors: business, tourism, media, education, foreign ministries, etc.

7. Knowing Arabic can promote deeper intercultural understanding between individuals, institutions and peoples living in the middle East and the West

8. Knowledge of Arabic is the best tool for both Muslims & Non-Muslims to have better understanding of values & what Islam is about and thus helps in building positive interaction between Muslim & non-Muslim communities.

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4 Major Seeds of Potential SuccessB) Rapid increase demand on learning Arabic:

1. The September 11th attacks on New York City: The study of Arabic at U.S. colleges increased 126.5% between 2002 and 2006, according to the Modern Language Association.

2. The recent & current political & religious changes happening in the Middle East which have could have on relations between nations: economic, cultural, academic and political impact

3. Current tendency to support and conduct multilingual and multi-disciplinary research

4. Ease of individual mobility across countries (except Gaza) & desire strengthen communications between peoples necessitates learning a foreign languages

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C) Technology: Advanced teaching and learning technologies including Moodle, social media Skype and others

D)International sympathy and solidarity with the Palestinians and Gaza for ethical & humanistic reasons as expressed to and felt by the presenter and other IUG senior staff during the limited academic visits to different countries or visitors coming to IUG

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IUG Academics: farmers planting & growing seeds

This is our main challenge at IUG:

to develop a language center for TAFL when pedagogical & financial resources are tight & the international the competition is greater than ever.

We have to embrace these challenges with clear vision and all of our collective will, courage and professionalism to

convert pains into gains

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5 Innovative Seeds planted to overcome 20 challenges &

truths 1. Learning visit (Jan 2013) to several Jordanian universities offering Arabic courses for foreigners helped in facing challenges related to lack of first hand knowledge about– how much time is needed to achieve various levels of proficiency in

Arabic language– what teaching & learning materials can be used– exchange methodology of TAFL– real pedagogical and methodological difficulties facing teachers of

Arabic as a FL

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truths 2. Communication through emailing & skyping (May 2013) with – The Saudi- Based institution Arabic for All (Riyadh)– The Egyptian-based The National Council for Women (Sinai –

Arish)

ensured meeting basic mobility & pedagogical needs:

– Teacher trainers: 2 volunteer experts having international experience in teacher training of TAFL

– Mobility of teacher trainers and trainees to Egypt - Arish – training teacher: 27 Arabic & English language teachers – Acquiring several textbooks & learning materials– Networking & co-preparing Arabic courses on line

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truths 3. Visiting many websites of well-reputed Arabic & English language centres to

– learn more about the pedagogy of teaching Arabic, learning materials, regulations used.

– collecting print & soft copy teaching materials: articles, journals, teacher networks and associations, lesson plans, etc.

– collecting print & soft copy learning materials: videos, games, exercises, useful websites, etc.

4. Volunteering embodied in two forms:

– presenter volunteered to continue developing the teaching competence of the 27 trained teacher training through translating the TEFL/TESOL skills & experiences he has acquired over more than 3 decades to TAFL

– Several training workshops were & to be held on teaching the four language skills of Arabic as well as teaching different language levels

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truths 5. Participating in the Researching Multilingually at the Borders of Language, the Body, law and the State which intends to achieve this objective :

to equip researchers and practitioners of Arabic as a foreign language in Gaza to access and work with international researchers in intercultural language education, with a view to ensuring the provision of a high quality, academically rigorous programme of Arabic, delivered for online tutors in the Gaza strip and with account taken of technological innovations and restrictions

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conclusionsThis experience of creating a center for TAFL tries to document & share a story of success over a variety of tremendous challenges which could offer these conclusions:

1.Teaching Arabic would be fruitful process if it comes as a result of regional and international cooperation of academics who can lead effective mutual collaboration and understanding among peoples and nations.

2.Foreign language teaching can be a useful economic means to overcome unemployment and poverty,

3.Using a variety of advanced technology to enhance teaching foreign languages is a must these days , especially for poorly taught languages

4.The traditional way of TAFL should learn many lessons from TEFL in terms of teaching methods, developing learning materials, assessment, et.

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conclusions5. interacted with international community & tried to break the Israeli-imposed siege & isolation on Gaza

6. Gaining more international support to the Palestinian people living, for decades , under military rule and occupation in violation of International & human laws

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Documents

The Islamic University of Gaza HEA-AHRC Symposium on Interculturalism and Translating Cultures Series 19 th June 2014 – University of Glasgow - UK Arabic