| NCLRC Arabic K-12 Bulletin - April 28, 2014 Ahlan ya colleagues, Welcome to the Arabic K-12 Bulletin, a biweekly resource for elementary, middle, an 
| | Ahlan ya colleagues, Welcome to the Arabic K-12 Bulletin, a biweekly resource for elementary, middle, and high school Arabic teachers, administrators, and researchers. If you are located in Minnesota, take note that there are several job openings for Arabic teachers in the area. If you're in Pennsylvania, there are some great professional development opportunities around the corner there (open also to those from other states!). A reminder that all proposals and papers are due this week. As always, if you would like to reach us or be added to the mailing list please send a message to arabick12@gmail.com. Lucy Thiboutot, Editor |
▪ The Arabic K-12 Teachers Network consists of more than 1,000 educators, administrators, and researchers interested in the Arabic K-12 field in the U.S. It is a free membership provided by the National Capital Language Resource Center's Arabic K-12 Project.
▪ Recent issues of the Bulletin are archived here: http://bit.ly/10KRZi3 .
▪ All members are welcome to submit posts in English or Arabic and may do so by e-mailing their content to arabick12@gmail.com specifying their content for the listserv.
▪ This listserv is focused on elementary, middle, and high school Arabic teaching. Job openings at the university level can be found on the AATA's website .
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1. PROFESSIONAL DEVELOPMENT OPPORTUNITIES
2. NEW RESOURCES FOR YOUR STUDENTS AND CLASSROOM
3. GRANT OPPORTUNITIES AND JOB ANNOUNCEMENTS
4. FAVORITE WEBSITES: "The 5 Best Free Rubric Making Tools for Teachers"
5. BELAL'S ACTIVITIES: "Speaking Bingo"
6. ARAB AMERICAN BOOK RECOMMENDATION: "Transfer"
7. CURRENT RESEARCH: "Using Technology In Ways That Truly Foster Creativity"
8. FOCUS ON LEARNING: "CHS Teaches Students about the Culture of Arabic World"
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Two Master's students in Teaching Arabic as a Foreign Language at University of Texas - Austin invite you to participate in a survey that will be part of a research project they are conducting for their Curriculum Design in Arabic graduate seminar. The purpose of this survey is to assess the current state of Arabic language curricular materials used at the high school level. Your participation in the study will contribute to development of a framework for future high school Arabic teaching materials. This survey is completely anonymous and will take approximately 15 minutes of your time. Link to the survey: http://svy.mk/1ewSOE7 Workshops and Webinars The Penn State STARTALK Arabic Academy for Teachers is a federally funded professional development program open to teachers of Arabic in middle school, high school, and college and university environments. This blended learning program consists of an online preparation component (starting May 21), a seven-day, on-site component at Penn State University Park (June 21-27), and an online follow-up component (ending July 21). The program provides information about, and practice in, innovative teaching methodologies for Modern Standard Arabic, with a focus on helping instructors remain in the target language and use little or no English in your Arabic classroom. Participants who complete the program successfully will earn Penn State academic credit. Tuition and fees will be paid by the academy. The academy will also provide room and partial board during the on-site workshop component of the program at no cost to participants. There are very few spots left, contact the program as soon as possible if you are an interested high school Arabic teacher. For more information: http://bit.ly/1mKFb6z ACTFL is presenting the first Proficiency Assessments Summer Institute hosted by Brigham Young University in Provo, Utah. The 4-day OPI assessment workshop from June 17-20 will help you to: apply key principles of teaching and testing for proficiency to curriculum, instruction, and assessment practices; establish program goals in terms of performance outcomes; determine student placement, progress, and performance; articulate within and across language programs; become eligible to apply for OPI or WPT certification; become eligible to apply for advancement from Limited Certification (able to test up to Intermediate High) to Full Certification (to test up to Superior). To learn more: http://bit.ly/1hEAeLy and to register: http://bit.ly/1itgAmj Al-Bustan Seeds of Culture in partnership with Qatar Foundation International and the School District of Philadelphia, will be hosting an Arab Arts & Culture Course from June 23-27, 2014. This is a unique interdisciplinary opportunity for music and Arabic language educators. The program will be hosted by University of Pennsylvania's Greenfield Intercultural Center. Accommodations for all out of town Arabic and Music teachers will be at International House from Sunday, June 22 till Saturday, June 28. To learn more and register: [http://bit.ly/1iPdoQA])(http://bit.ly/1iPdoQA) STARTALK Arabic Teacher Programs will be held in summer 2014 across the U.S. STARTALK's mission is to increase the number of Americans learning, speaking, and teaching critical need foreign languages by offering students (K–16) and teachers of these languages creative and engaging summer experiences that strive to exemplify best practices in language education and in language teacher development, forming an extensive community of practice that seeks continuous improvement in such criteria as outcomes-driven program design, standards-based curriculum planning, learner-centered approaches, excellence in selection and development of materials, and meaningful assessment of outcomes. Check the website to find a program that is in your area: http://bit.ly/1dG62jI Cornell University will be holding an Arabic Teachers Workshop , August 15 & 16, 2014 in Ithaca, NY. The workshop will be open to about 20 Arabic teachers and program directors who are interested in learning about the Integrated Approach and its actual implementation in the Arabic classroom. The two-day workshop will be led by Jonathan Featherstone, Senior Teaching Fellow at the University of Edinburgh; Maher Awad, Senior Lecturer of Arabic and Certified ACTFL & ILR Tester at Rice University; and Munther Younes, Reis Senior Lecturer in Arabic Language and Linguistics and Director of the Arabic Program at Cornell University. Munther Younes will focus on the rationale behind the "Integrated Approach" and the problems and challenges raised against it. He will also demonstrate the use of materials from the three-volume, fully-integrated textbook series 'Arabiyyat al-Naas, which he coauthored and which is due to be published by Routledge in the fall of 2013 and the spring of 2014. Jonathan Featherstone will deliver training sessions focusing on applying the Integrated Approach to communicative reading and speaking activities and will help teachers design their own language drills. Maher Awad will focus on issues of assessment, especially proficiency assessment, and discuss similarities and differences between the assessment tools employed in the Integrated vs. the non-integrated approaches, with special reference to the ACTFL proficiency guidelines. For more information and to reserve your spot in the workshop, please email Chris Capalongo at cmc40@cornell.edu Professional Development Travel Opportunities EnviroJordan offers a two-week environmental education study tour in Jordan (Aug 2-15, 2014). The program is open to private and public school teachers, administrators, curriculum specialists, environmental and science education professors, museum and nature center staff, and others. Visit Petra, the Dead Sea, and ancient castles, camping in nature reserves and the Wadi Rum desert. Hiking, camel riding, jeep touring, Bedouin music. Meetings with peers, specialists, leaders. An Amman overnight homestay. Some Arabic language learning opportunities in tandem with this, and a good opportunity for educators to integrate and collaborate across disciplines (science and Arabic). We will do some customizing to enhance the Arabic opportunity, if desired by any participant. Graduate credit and scholarships available. To learn more: envirojordan.org Professional Conferences Registration is now open for the annual ACTFL convention November 21-23, 2014, in San Antonio, Texas. Register by the early bird deadline July 9, 2014 for considerable savings: http://bit.ly/Q7tU4q Call For Proposals and Papers The American Association of Teachers of Arabic (AATA) invites members and other professionals in the field of teaching Arabic to submit proposals for participation in a panel on the teaching and/or learning of Arabic language through literature. The panel will take place in conjunction with the Annual Meeting of the Middle East Studies Association (MESA) on 22 November 2014 in Washington, DC. Presentations will focus on current or innovative research and/or practices of incorporating Arabic literature in the Arabic language classroom and how Arabic literature can be used to further develop the learner's knowledge (communicative and otherwise) of Arabic. Possible topics include but need not be confined to some specific aspects of the following: Relevance of literature (Classical and Modern) to the Arabic language classroom; Current and/or innovative methods or techniques in the teaching of Arabic through literature; Role of literature (with specific exemplar activities) in creating opportunities for communication and language development through listening, speaking, reading, and writing activities; Teaching and assessing Arabic literature, Classical and Modern literary texts and texts in other formats; Using technology in the teaching and learning of Arabic language through literature. Proposals should be 250 words or less and received by April 30. Notification of acceptance will be sent by May 21. Send your proposal to ikram.easton@bc.edu The Arabic Teachers' Council at Western Michigan University invites professionals in the field of teaching Arabic to submit proposals to participate in the Symposium on Arabic Language Teaching. The Symposium will take place in Dearborn, MI Saturday June 21. Presentations and mini workshops will be focusing on research based best practices teaching Arabic in the USA and the World. We surveyed a significant number of K-16 teachers on the topics they need. The results of the survey concluded these topics: Differentiated language instruction related to proficiency levels and heritage Vs. Arabic language learners; Effective learner-centered teaching strategies; Teaching grammar and maintaining Arabic language; Developing curriculum and thematic-units; Integrating technology and Arabic instruction; Literature and Arabic instruction; Performance-based assessment methods. Your presentation proposal should be related to any of the above topics. Research-based proposals leading to effective practices are preferable. Bilingual Arabic/English presenters are mostly encouraged. Your proposal should be 250 words or less including the main topic and describing briefly your presentation style. Please email your proposal to Dr. Wafa Hassan wafa.hassan@wmich.edu by April 30, 2014. Acceptance and confirmation notice will be emailed by May 20. Travel expenses and accommodations will be provided for selected proposals from out of the State of MI. The Journal of the National Council of Less Commonly Taught Languages (JNCOLCTL) is soliciting articles for publication. The Journal, published annually by NCOLCTL, is dedicated to the issues and concerns related to the teaching and learning of Less Commonly Taught Languages. The Journal primarily seeks to address the interests of language teachers, administrators, and researchers. Articles that describe innovative and successful teaching methods that are relevant to the concerns or problems of the profession, or that report educational research or experimentation in Less Commonly Taught Languages are welcome. Our general editorial focus is on policy, education, programs, advocacy, and research in the field of Less commonly Taught Languages (LCTLs). The envisioned coverage of the journal is as follows: Methodology and Technology; Academia; Beyond Academia; Social embeddedness. The Journal of the National Council of Less Commonly Taught Languages shall include papers focusing on broader theoretical and technological issues in all fields of LCTL's along with reports about research and teaching in academia, at both the K-12 and collegiate levels. Deadline May 1, 2014. For more information: http://bit.ly/1lCoSaE |
Study Opportunities for K-12 Students For those living within driving distance of Glastonbury, Connecticut, Glastonbury public schools are hosting a non-residential STARTALK Arabic course for rising 3rd-6th graders, running June 30-July 25, 2014. Applications are available from the website of the Glastonbury Public Schools' Foreign Language Department at www.foreignlanguage.org. Middlebury-Monterey Language Academy provides a full-immersion, pre-college summer language program for middle and high school students from June 22- July 17, 2014. Qatar Foundation International (QFI) has partnered with MMLA to offer full need-based scholarships with travel assistance for 20 students studying Arabic. The application deadline is April 30. To learn more: http://bit.ly/MqKUB5 California State University provides a seven-week residential or day immersion program for high school students in San Bernardino, CA from June 18- August 7, 2014. This program awards college credit to students, and students have the opportunity to continue study throughout the year for college credit. QFI funding will provide 15 student scholarships. Rolling admission, but the earlier the application the more likely to receive financial support. For more information, please visit: http://bit.ly/NWN8JC Choate Rosemary Hall, a private boarding school in Wallingford, Connecticut, is offering students in grades 9-11 the opportunity to immerse themselves in the Arabic language and culture in Jordan. Participants spend 4 weeks in Amman from June 16-July 16. The program offers Modern Standard Arabic (at a level appropriate to proficiency) and intensive Jordanian colloquial classes. Students also explore Jordanian History and learn about traditional Islamic arts. Participants in the program will stay in pairs with Jordanian families, helping them to improve their spoken Arabic and discover Jordanian social customs and traditions. For more information: http://bit.ly/1gSeOYt To apply: http://bit.ly/1hos63t The University of North Georgia (UNG) will host the fourth summer language academy for high school rising sophomores, juniors, and seniors in June and July 2014. The Federal Service Language Academy (FSLA) is a three-week residential program for students who are interested in an immersive intensive language experience, fitness, and exploring international-related careers with the federal government. During the two three-week sessions, students will be immersed in intensive language instruction in First-Year Arabic from highly qualified teachers, participate in a daily fitness program, receive career counseling from federal agency representatives (CIA, DEA, FBI, State Department, Homeland Security, the Peace Corps and US Armed Forces), and possibly receive high school credit for successful completion of the academy. For more information: www.ung.edu/fsla Where There Be Dragons offers authentic, small-group, cultural and language immersion programs in Jordan and Morocco every summer as well as semesters for Gap Year students. All include service, local mentorship, language intensives, trekking, leadership development and global studies. Our summer programs are for ages 14+. Semesters are tailored for Gap Year & College-age students. Visit the website: www.wheretherebedragons.com or call: 800-982-9203 to learn more about scholarships and programs. The National Middle East Language Resource Center (NMELRC), in cooperation with Qatar Foundation International and Brigham Young University Independent Study, is offering a hybrid online course for high school students. The high school implementation of Arabic Without Walls, winner of the 2010 Distance Education Course Award, covers the basics of both spoken and written Arabic and enables students to acquire real-world communication skills. This process starts with students attending a one-day course in their region and continues as they work online with a tutor and a cohort of students who form a tight-knit learning community. Students who have done so have gone on to win NSLI-Youth Scholarships to study in the Arab world. For more information on registration, cost and credit please visit: http://bit.ly/1bfmfcG . Resources for Arabic Teachers You may be interested in a new resource for Arabic teachers, Teaching and Learning Arabic as a Foreign Language: A guide for teachers by Karin Ryding from Georgetown University Press: http://bit.ly/MGtNLk You may be interested in a mobile-ready, interactive network, game-like learning resource for Arabic students called "Falooka." Falooka can be used in the classroom, or purchased for a library or language lab. It encourages Arabic language students to jump in by selecting one of nine "3-Month Challenge programs." Students gain "Ookapoints" as they teach lower level students (for money or for free); post in the News Feed on Middle Eastern culture; and form "Ookafriendships" with other Arabic language students and native instructors. Falooka is both in Modern Standard Arabic and the Egyptian dialect. It includes over 700 web pages of learning materials plus 7,000 audio recordings by native Egyptians, 80 podcasts, and over 50 videos. To learn more, visit their website: http://falooka.com/ The Lingaga: Oxford Peace Project has free video conferencing and networking for language learners and speakers, including Arabic. On the free site, teachers and students may meet native speakers, make contacts in other countries, open their own and enter virtual classrooms, post videos on their country, discuss literature and culture, and swap language learning. With students and teachers in over 25 countries registering, it is a terrific place to actually speak the language and put into practice your learning. www.lingaga.com You may be interested in this simple Arabic typing tutor to help your students learn to type in Arabic: http://www.studyarabic.com/arabic-typing-tutor The Center for Applied Linguistics (CAL) now offers the Computerized Oral Proficiency Instrument (COPI), a computer-based, semi-adaptive test of Modern Standard Arabic or Spanish oral proficiency intended for use with native-English-speaking students in later years of high school, college students, and professionals. It provides language educators with a computerized, time-efficient assessment of their students' oral language proficiency in Arabic or Spanish. Performance on the COPI is rated according to the ACTFL Proficiency Guidelines. For more information: http://bit.ly/Iw45aE The Center for Applied Linguistics (CAL) has produced an Arabic Oral Proficiency Guide for Students. This free online tutorial helps high school and university-level students of Arabic understand and improve their oral proficiency. It teaches students how oral proficiency is rated according to the ACTFL Proficiency Guidelines so that they can self-assess and set language learning goals. The tutorial features authentic examples of students speaking Arabic at different levels, tips and resources to improve oral proficiency, and student descriptions of their experiences being assessed and then using their Arabic to communicate abroad. View the site at http://www.cal.org/aop/index.php The Qatar Foundation International (QFI) is launching a new website for Arabic K-12 teachers Al-Masdar (almasdar.oercommons.org). Al-Masdar provides a platform for you to discover free resources through search strategies, to author or upload your own resources, to review resources, join groups and conversations, and collaborate with others. The site is intended to be a hub - the source - for language teaching materials, opportunities, news and events relevant to Arabic instructors. You are invited to explore it and offer your feedback by completing this survey: http://bit.ly/1gvdkWS Your advanced students may enjoy this new simplified version of Lebanese author Hoda Barakat's novel, Sayyidi wa Habibi, which comes with a set of pedagogical activities and a companion website: http://bit.ly/16vBpEc Al-Jazeera news is currently developing a special news site for Arabic language learners. Although some of the features are still in progress, it may be worth keeping an eye on as a resource for your classes: http://learning.aljazeera.net/arabic The Institute for Middle East Studies (IMES) Title VI Outreach Program at The George Washington University (Washington, DC) maintains a film and book library and Skype-a-Scholar program that is free and available to area educators. You can view a list of all of the library resources and find out more about the films using our new Film Guide which contains synopses of the films and classroom usage ideas for educators. The Skype-A-Scholar program brings university experts to your classroom through Skype, to converse with students for an in-depth, innovative learning experience. Contact imesnrc@gwu.edu for more information on these programs. American Councils for International Education coordinates the U.S. Department of State's FLEX, YES, and A-SMYLE programs, where students from the Middle East and other areas of the world have competed against their peers and earned a scholarship to come to the U.S. for a full academic year. The students live with an American host family, attend school and become a part of the family. Anyone interested in hosting an exchange student for a period of two months to a full academic year, and the ability to provide a safe, supportive, English-speaking environment is welcome to contact the programs for more information. For more information: http://inbound.americancouncils.org . The Peace Corps offers the World Wise Schools website, with cross-cultural learning resources including lesson plans, videos, publications, an online game, and more. Take advantage of these free resources to develop your students' global competencies and prepare them to be engaged, 21st century global citizens. Connecting With Teachers Connect with hundreds of Arabic teachers in America and from around the world on the Teachers of Arabic Language K-12 (TALK12) page on Facebook. Teachers can chat, swap ideas, and give each other advice: http://www.talk12.org . |
Grant Opportunities Stay tuned for future grant opportunities! Job Openings Saint Anselm's Abbey School (Washington, DC) seeks a full-time Middle School/Upper School Arabic Teacher for the 2014-2015 academic year. The candidate should have a strong background in MSA with the ability to emphasize colloquial Arabic in teaching (please note which dialect in your cover letter). Experience in K-12 education is preferred. Saint Anselm's does not sponsor visas. Please send a letter of interest and resume to Bill Crittenberger at bcrittenberger@saintanselms.org Minneapolis Public School District (Minneapolis, MN) is seeking an Arabic teacher to serve as elementary school specialist or teacher of language elective for grades K-12 for the 2014-2015 school year. Minnesota teaching license required. To learn more: http://bit.ly/1tOvsA7 The Davis Center (Minneapolis, MN) is seeking a full-time K-12 Arabic teacher for the 2014-2015 school year. Minnesota teaching license required. To learn more: http://bit.ly/1dIR2kM Baltimore International Schools (Baltimore, MD) is looking for a full-time Kindergarten teacher for its new Arabic immersion program beginning in 2014-2015. The candidate must possess a valid teaching certificate in the State of Maryland or be eligible for one. A background in Elementary Education and experience with International Baccalaureate (IB) is strongly preferred. BIA does not sponsor visas. To apply, email a letter and resume to elokounia@bcps.k12.md.us Northeast College Prep, in the Twin Cities of Minnesota, is opening Kindergarten-3rd grade in August (eventually growing to K-8th grade) and hiring founding teachers in all subjects, including Arabic. This diverse, International Baccalaureate school is committed to closing the achievement gap and will offer both Spanish and Arabic classes to all students. Minnesota teaching license or eligibility for one required. Visit careers at Northeast College Prep's website to view job descriptions and the application process: northeastcollegeprep.org. If you have any questions, contact Erika Sass at esass@northeastcollegeprep.org. |
Kim Marshall (Marshall Memo) suggests: The 5 Best Free Rubric Making Tools for Teachers This site has links to RubiStar, Technology General Rubric Generator, iRubric, Annenberg Learner Build a Rubric, and Essay Tagger Common Core Rubric Creation Tool. Do you have a favorite website to share? Send us a link and a short description, and don't forget to include the name and location of your school! |
Belal Joundeya (Renaissance Academy, UT) suggests: Speaking Bingo Print traditional Bingo boards with 25 squares or you can make smaller boards depending on your class size. Put pictures of certain topics in the squares. Give each student a board and they will start asking each other about the pictures they have on their boards. They call out bingo every time they get a row. Here is a video which shows the activity in action: http://bit.ly/1fEmwUK |
The Arab American National Museum (http://www.arabamericanmuseum.org) recommends the poetry book Transfer Naomi Shihab Nye
(BOA Editions). In honor of the conclusion of National Poetry Month, this issue features a recent collection of poetry. The word "transfer" suggests an exchange, a movement from one space to another. Whether between cultures or one that occurs in a conversation between a daughter and her father, "transfer" is a word rife with inference. The poems in Transfer explore the various ways this notion functions in our lives. Many of the poems were written following the death of Naomi Shihab Nye's father and seek to maintain their relationship, demonstrating the transcendence of such relationships, refusing to accept death as conclusive, and insisting that more needs to be said. In this collection, Naomi Shihab Nye summons up a variety of voices in her lucid, crisp lyricism to locate the meaning behind our daily and varied exchanges. She draws upon her Palestinian heritage, family deaths, and the cultural diversity of her home in Texas to create poems that attest to our shared humanity and its power to overcome exile and profound loss. Naomi Shihab Nye lives in old downtown San Antonio, Texas, a block from the sleepy river. She has written or edited 30 previous books including The Red Suitcase, Fuel, and You & Yours with BOA Editions, Ltd. Her collection 19 Varieties of Gazelle: Poems of the Middle East was a finalist for the National Book Award, and her collection Honeybee was awarded the Arab American Book Award for Children/ Young Adults in 2009. Her poetry anthologies include Time You Let Me In, What Have You Lost?, and This Same Sky. She is also the author of the novels Habibi and Going, Going. Her book of short-short fiction from Greenwillow Books is called There Is No Long Distance Now. |
Using Technology In Ways That Truly Foster Creativity
By Kim Marshall | Marshall Memo #533, April 21, 2014, http://www.marshallmemo.com In this Educational Leadership column, Minnesota educator Doug Johnson bemoans the "creative" presentations it's so easy for students to produce using online tools like Wordle, clip art, stock photos, templates, cartoon creators, poster makers, avatar builders, and infographics generators. Are educators being "lulled into a false impression that they have been developing creativity in students when using technologies that produce brilliant-looking results?" he asks. Here are Johnson's suggestions for fostering true creativity: ▪ Discourage the use of built-in graphics and clip art. "Ask students to draw and scan their own images or use an online drawing program to create original art," he says.
▪ Choose tools that require original materials. These include Animoto, Prezi, and Big Huge Labs Motivator, which ask students to provide raw material themselves.
▪ Choose devices that enable students to make original art. These include tablet computers with microphones, front- and rear-facing cameras, and image-editing software, and desktop computers with drawing pads.
▪ Make creativity a criterion in the assessment rubric. Creativity isn't an end in itself, says Johnson. "When creativity is employed to convince a reader or viewer of a point of view, solve a meaningful problem, communicate more clearly, or increase attention and engagement, the quantity and quality of creativity increases."
"Power Up! Technology and the Illusion of Creativity" by Doug Johnson in Educational Leadership, April 2014 (Vol. 71, #7, p. 84-85), http://bit.ly/QsjbC4; Johnson can be reached at doug0077@gmail.com. |
CHS Teaches Students about the Culture of Arabic World
By Patriot-Bridge Staff, Charlestown Patriot-Bridge | charlestownbridge.com
Source: http://bit.ly/1fEsc17 Charlestown High School (Boston, Massachusetts) offers one of the longest running Arabic programs in the country to introduce students to the language and culture of the Arabic world. Students examine art, music, poetry, food, religion, and architecture of various regions in Africa and the Middle East. "I love this school because it's open enrollment," said James Soares, Arabic Teacher. "I think it's great that we're offering a unique opportunity for our students. It's indicative to Charlestown. We like to cater to the students to make them successful." Arabic I explains fundamental linguistics such as the 28-character alphabet and grammatical markings. Students learn to write a new script, describe themselves and others, and hold basic conversations. Arabic II is an intimate class that delves deeper into the Arabic culture. The first unit explores popular themes found in Arabic literature. Soares takes the class on field trips to Arabic restaurants to get a taste of the cuisine. Students also learn to play traditional rhythms on Arabic percussion instruments. "It's interesting to see how students react to it," Soares said. "A lot of kids feel they have a blank slate." Outside the classroom are posters of students' dream houses that's items are labeled in Arabic. The class is also in the process of writing/performing a soap opera screenplay with quintessential intrigue, scandal, and cheating. "The goal is full immersion," Soares said. "Whenever I design lessons, I try to maximize the amount of Arabic I speak." There have been students whose first language is Arabic, but many of them are only familiar with their country's dialect. Soares focuses on teaching his students Modern Standard Arabic, the formal, written form of the language. Soares studied Political Science and Philosophy at UMass Amherst, where he enrolled in an Arabic program and traveled abroad to the Jordan and Egypt. "I fell in love with it. It's such a beautiful language. It's very much a rules-based language," Soares said. CHS has an Arabic Summer Academy for students to study during the summer and earn high school credits. With there being so few Arabic programs offered in high schools, Soares aspires to ease the transition between high school level courses and the curriculum colleges provide. This was the first year that Arabic has been offered to sophomores, and Soares hopes to offer Arabic III within the next two years. |
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