Designing curriculum for Arabic Heritage Learners

( AHLs)

IntroductionShortage of Arabic

specifically designed curriculum for Arabic Heritage Learners

-Lack of instructional material ill-suited books cover:

- basic grammar - Survival vocabulary

-Everyday routine

Criteria for developing these profiles should include cultural features such as:

a) familiarity with Arabs habits and tradition b) A clear vision form of Arabs’ values and concepts

c) acquaintance with metalinguistic knowledge i:e awareness of the meaning embedded

d) Resources build on the home culture

.e) the presence of sociolinguistic context particularly in relation to social uses and functions of the language/dialects ;

f) cultural and religious features and belief in heritage language development .

Textbook description and goal

• The objectives of this book is reflected by the title: Ana Min el Balad di (AMEBD) part IThe textbook is designed to enhance

• Arabic culture through:• Values ; tradition; and concepts• idiomatic expressions, • vocabulary, and grammar

Design of the Units: Chapter format:Objectives:

The presentation Cultural introduction:

TranslationVocabulary

Comprehension discussion:

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7تمرين Look at this picture and mark right or wrong on the gossip:

تنجب لم التي المصرية السينما أم محمد فردوسالمشهور؟ – الفنان زوجها تعرف هل أطفاالَ

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AHL Textbook themes are :innovative, interesting; exploring Egyptians' culture of:

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5Greetings :Social interactions: formal; and /informal

The belief in Evil Eye:Meaning to: wearing charms.

CuriosityIn the East; and West.

Sustenance and the notion of acceptance.

The ShameAnd being discreet.

Unit 6 Unit 7 Unit 8 Unit 9 Unit 10

Nubian Bride. Upper Egyptian culture

Tolerance meansAl Hamdu Allah

Undue expectation when and how

Bread and salt connotation in Egyptian culture.e

Adherence culture in happiness and sorrow

"Ana Min El Balad Di" Cultural themes part I:

الرزق عروس

النوبة

الحسد الصبر الُسمعة

الستر االلتصاق

الفضول

العيب العيش والملح

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a) AHL assessment ..misleading Why?• Placement ( based on written testing of foreign language students, will yield only a partial and

therefore misleading understanding of proficiency if applied to AHL students)

identification of areas of strength, frequent error patterns and gaps to inform curricular needs

measuring student progress within programs (evaluating programs as well as students)

determining when (e.g., at which level, with what kind of focus) heritage students can study independently and attain academic growth.

b) Aspects of proficiency particular to AHL students:

AHL learners may lack literacy and still be highly proficient in listening and speaking.

Their pronunciation and vocabulary may reflect knowledge of a non-prestige variant of the language, or they may use English borrowings from an émigré dialect.

HL students may be highly proficient conversants on everyday topics but lack knowledge of vocabulary used outside the home domain, and they often are unfamiliar with a more formal register called for in many situations outside the home.

b) Assessment instruments In this study the author has come across with four ways for

AHLs learning assessment:Cultural-context Learning

The Multicultural Action Project (MAP)In- service projects

Competencies assessment

Brief Description of AHLs program using "AMEBD“Themes (10 topics)

C-Standards and expected outcomes: Delivering cultural Literacy

Standards Targeted Students can 1) Self-cultural knowledge:

About (about learners’ own cultural group) .

Cultural patterns in AMEBD correspond to what they have already experienced at home.

2) Intra-cultural knowledge; (about learners’ own cultural group).

Exchange information with peers about self and others' traditions, and interact in culturally appropriate way

3) Intercultural knowledge (about other ethnic groups in the United States).

Present information orally, can achieve increased awareness and understanding of cultural diversity through diverse curriculum content.

D- Evidence of Learning and other types of assessment.

Examples Description

Cultural-Competence approach Cultural -competence approach (CCA) is formed when using real life topics, والمل��ح -العي��ش الحس��د- ´الفضول

- الصبر- الرزق العشمCultural identity Heritage students learn to identify the linguistic

conventions of specific genres(style) and text types in the heritage language.

Sociolinguistic appropriateness That includes : register, politeness markers, honorifics, ياأستاذ سيادتك حضرتك

Discourse competence The conventions of social discourse are acquired through interaction with one's surrounding community. Apologies, requests, sermons, to start a conversation for e:g الس�الم

بخير , يارب ايه عاملين الخير، صباح عليكمLanguage competence knowledge of grammar rules to include use of language

within social contexts). Communicative competence The ability to use language in appropriate social

situations آسف / أنا لله . in death البقاء

Strategies Examplea- Brain storm. Elicit from AHLLs, build on the resources of the home culture.  

Teacher: Use target language for instruction

Understand your culture

Teacher: Supply students with a detailed English translation for the main text.

E- Instructional Strategies for Teaching AHL within a cultural framework

Development: use and materialize curriculum content

Teacher: Explaining norms and acts to prevent Evil eye. . Students: respond .

Teacher and Students Producing Together (Joint)

Teacher: Expecting behavioral patterns in AHL culture- Students will use content vocabulary to explain cultural for communication.

Check awareness of the meaning embedded (metalinguistic knowledge)

Teacher : Explains religious idioms – بسم الله ماشاء الله بسمأكبر- الله .الصليب

In situation: on seeing a baby, entering a new house; seeing a new car, jewelry. – حسد فيه محسود !دا

Phonology, intonation teaching; through interactive discussions (Instructional Conversation : peer interaction in class)

Teacher: When introducing Unit 1 Greetings: models greetings, with happy tone, cultural aspect when welcoming you smile.

نور – البيت وسهال - أهالInternalizing meaning & use of language; synthesize and relate use to form.

 

Teacher: Using eye contact, ensures students internalized language connotations, and implication as in e.g. أكبر More practice is . اللهgiven for poor performers in class.

Group negotiation of the meaning Students: in groups negotiate meaningGaining self confidence in the expression of the culture. Teacher: invite students to produce language in cultural frame,

cueing them with statements, students respond accordingly.Enjoy your culture Students start enjoying culture

Retain a sense of identity .

Students start connecting learning with 'their lives (Contextualization): i: e when AHL can relate his/her personal life to what s/ he learns in class he feels at home.

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What's next? Present Language specific-focus textbook for AHLs

Materials developers should: : a-Reinforce family and community ties; connectedness.

b- Clarify the impact of religion on cultural aspects of life. c-Addressing AHLLs' needs

d- Provide heritage students with suitable instruction .e- Finance programs that are insufficiently resourced

This SUPPORT depends on:

• programs with a strong rationale. Clearly formulated, practicable goals Textbooks• Programs that possess well documented evidence of

research results. • well-supported benefits to the nation, the community and

the individual.