teaching portfolio: thoughts about teaching •a reflective “teaching statement” describing...

TEACHING PORTFOLIO Kamaleddine Tabine George Mason University

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Teaching Portfolio

Kamaleddine Tabine

George Mason University

February 2015


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Table of Contents

I- Philosophy of Teaching and Mentoring………………………… ……….3

II- Teaching Vita……………………………………………………………. 6

III- Course as Case Study ……………………………………………………8

IV- Evidence of Teaching Effectiveness and Impact…………....................... 28

V- Closing Statement………………………………………………………...31

VI- Electronic Supplemental Materials……………………………………… 33


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I- Philosophy of Teaching:

Foreign language education is not just my career, it is my passion. I have seen in my own life how

learning languages can broaden a person’s perspective and give them access to other cultures and make

the world a smaller place. I strive to pass the joy of learning languages on to my students. My personal

teaching style is constantly evolving to meet the needs of my students and as I learn new professional

skills and adopt new technologies and methodologies into my lessons. Teaching Arabic allows me to also

share my own culture and heritage with my students. In teaching them Arabic, I also strive to give them a

deeper understanding of the cultures and peoples of the Arabic speaking world and to help them interact

with native speakers.

My personal teaching style is based on enthusiasm, fun, active participation and helping students

to produce the language. I tend to come to class with a big smile and work hard to make sure every

student is engaged and actively participating. I believe strongly that active learning (rather than passive

listening) is a key to having a new language stick in student’s minds. I try to harness students desire to

communicate, as it is the best type of motivation for language learning. I always reach out to the student

who thinks he/she is behind and give him/her special guidance so that he/she would be more motivated.

At the beginning of every semester, I make it clear that Arabic is not as hard as my students think. I also

clarify that even Arabic is a demanding language, learning it is very beneficial not only for their careers

but also to enrich their lives by understanding the Arab world.

My first goal as a language teacher is to have students leave the class able to use the language. To reach

this end, I make it clear on day one that in my classes students learn by doing. I design my syllabus to go

hand in hand with this objective. I create a set of activities involving video creations and oral

presentation where students work in pairs to create a sketch using materials we covered in class and

present it in front of the class(see appendix 1). Students are required to include visual aids and audience

participation, thus involving the whole class and creating a discussion between the presenters and other

students, which leads to the active engagement needed for creating productive language skills.

I believe that effective language teachers should promote cross-cultural awareness in their classroom. To

me, culture is an important skill that should be integrated in all lessons. For example, when I teach a new

term, I do not just explain its structure, and how to use it in a sentence, but also the culture context of the

term. For example, in English the phrase “what’s your problem?” may be considered rude and may

denote hostility. In Arabic, however, the same phrase “ maa moshkilatok” denotes the opposite. In other

words, if an Arab asks me this question, his/her intention is to ask, “ Are you ok? Do you need help?”


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This is why I work hard on explaining to my students that effective language proficiency is when you are

both linguistically and culturally competent. As a native of Morocco, I try to bring a great deal of my

own culture to my classes. For example, all my students are familiar with Moroccan mint tea. They also

know that it if it is not very sweet, it is not Moroccan tea anymore. At the most recent GMU Arab

Cultural Day, I had some students prepare the tea, dressed as Moroccans and greet people using the

Arabic language.

2104 GMU Arabic Day

Also, I had some participate in an Arabian fashion show, while others sang a Moroccan song, and

another played a famous Egyptian violin instrumental. In addition to this, in 2013; 16 of my GMU Arabic

students performed at the GMU Annual Polyglot Day, singing a traditional Egyptian song about

harvesting oranges (Please see link https://www.youtube.com/watch?v=ZYT0CiNhxtk). Several students

expressed to me how singing the song helped them remember words and pronunciations and that it was

the highlight of the semester for them.

https://www.youtube.com/watch?v=ZYT0CiNhxtk


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My 110 and 210 Arabic students and I at the GMU 2013 Polyglot Day.

I also strongly believe in integrating technology into language learning. Technology is a strong

tool for reaching students with various learning styles. For examples, reading online news articles, or

watching video clips appeal to some more visual learners, while interactive websites appeal to more hands

on students. I often have student’s record dialogues using Wibma blackboard. I have students listen and

comment on their peers recordings. One new technology I am trying out this semester is an App called

nclass. It allows me to take attendance automatically by having students sign “here” on their smart

phone. Students can also virtually ask to raise their hands to ask questions, or give answers, and they can

leave anonymous feedback to me after the class has finished. At the end of class, I send a short, online

quiz with a multiple choice comprehension question, and I receive instant feedback on how much the

students understood the lesson. I take this feedback seriously as they help me adjust the next lesson

according to the students' needs. Since my students have expressed in past evaluations that the pace of

the class is too fast for them, this app helps me to understand where the class is in their understanding of

the curriculum and allows me to adjust and to identify problem areas on a continuous basis, rather than

waiting until we have passed a subject, and going back to repeat it.

As no lesson can adequately convey a concept to every student, there are always those who need

extra help mastering a particular concept then can be provided in class. This is why I encourage students

come to my office hours or to contact me anytime via phone or email, or through their Nclass app. I

prefer to answer questions as soon as possible to avoid frustration with the learning process. I have had

students come to my office hours who were confused about an aspect of the language, I make sure they


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leave understanding better, and give them examples and test their understanding before they leave,

helping them to get past any stumbling blocks and continue a smooth path to achieving language skills.

I believe that my engaging and motivating styles enriched with cross cultural awareness elements as

well as innovative technology techniques are key elements that reflect my teaching philosophy. It always

makes me glad when I see students are waitlisted to take my classes. It also makes me proud when I see

my students getting a minor in Arabic, and some of them chose to use their Arabic knowledge to work for

the government and others take a whole semester on study abroad to get to better understand the Arab

world. This is what makes me strive as a teacher to learn and improve regularly my teaching styles so that

I could be a great ambassador of my culture and for the cause of foreign language education.1

II. Teaching Vitae:

Over 230 credit hours taught with college level institutions and over 150 published lessons. Multi-media

curriculum design, classroom management and testing experience. Strong experience in the principles,

practices, and techniques of language instruction and training of trainers for language education.

Expertise enhancing classroom learning with extracurricular experiences with art and culture themed

events.

Education and Training

•Masters of Arts, Linguistics, George Mason University, August 2011

•English as a Second Language Certification; George Mason University, August 2011

•Bachelors of Arts in English Literature and Linguistics, 1995, Chouaib Doukkali University,

El Jadida, Morocco

•Defense Language Institute training on Oral Proficiency Interview testing methodology, January

2006, Monterey, CA.

•State Department Training in Foreign Services Institute testing, September 2005,

Arlington, VA

•Attended more than seven seminars on ILR, Interagency Language Roundtable between 2006-

2010

•Video-casting and Podcasting Teaching Techniques presentation at San Antonio ACTFL

Conference.

1. Please a small thumb drive is provided and includes all links to videos and electronic activities in my course portfolio.


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Teaching and Curriculum Management Experience

George Mason University: Modern and Classical Languages; Fairfax Virginia; January 2012 to

present Taught Arabic 110 and 210. Coordinated sessions for Spring 2013 semester. Approve tests and

quizzes and planned enrichment events.

Catholic University of America (CUA); Department of Modern Languages and Literatures;

Washington DC January 2012- present Taught Arabic I, II III and IV and leading the development of

CUA’s first Modern Standard Arabic program

The Graduate School (formerly known as the USDA Graduate School) 600 Maryland Avenue, S.W.,

Washington, DC (June 2004 to 2012) Taught Introductory Arabic I,II and III; Intensive Arabic;

intermediate Arabic; Advanced Arabic and Media Arabic

George Washington University; Department of Classical and Near Eastern Languages and

Civilizations 801 22nd Street, NW, Washington, D.C. 20052 October 2011- May 2013; Beginning

Arabic I 2 classes

Cultural and Academic Event Planning and Extracurricular Programs

2014 GMU Arab Culture Day: Acted as the prime contact, organizer and correspondent with outside

vendors and organized talent show and student rehearsals. Recruited the Qatar Foundation to participate

in the event.

2013 GMU Polyglot day: Organized and managed GMU Arabic students’ performance for the GMU

Polyglot Day, singing a traditional Arabic folk song. (Recently working on the 2015 Polyglot Day). 2013

Performance can be seen here: https://www.youtube.com/watch?v=ZYT0CiNhxtk

Curriculum Development Experience

Defense Language Institute (DLI); Global Language Online Support System (GLOSS); Monterey

California (working offsite from Washington DC) January 2006- January 2012



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Over the course of 6 years, I developed over 150 multimedia lessons for DLI’s GLOSS

program(https://gloss.dliflc.edu/Default.aspx): lessons are developed for independent learners to provide

them with the learning tools for improving their foreign language skills. Reading and listening lessons are

based on authentic materials (articles, TV reports, radio broadcasts, etc.) and consist of four to six

activities. Each lesson tackles a modality, a topic and a competency. See list of publications for examples.

Mentored students:

Students name Mentoring Actions

Britney Patriaca &

Katey Wiley

Former 110 students Britney and Katy had trouble reading Arabic. They

were shy and could not speak in front of students. I had to work with them

at their own pace, going back and helping them learn the Arabic alphabet

from beginning. We set office hours that I called “reading session” I

provided them with a site where they can listen to an audio with its

transcript. In a month or so, Britney and Katy gained confidence and they

became very active in class participation and interacting with their class

mates. They even decided to take a four week study program in an Arab

country where they excelled at the four language skills. I meet the student’s

sometimes in campus and they still thank me for my support and this

makes me proud as a teacher.

Kourtney Kalano Kourtney took the 110 with me last Fall and she is now taking 210 with

me as well. As a parent with a full time job, time Kourtney was thinking

about dropping the Arab 110 last semester. She told me that she heard that

Arabic was a very hard language. I was able to convince her to continue

with the course. First, since she is a visual learner, I provided her with

websites with audios and videos to facilitate her learning. Second, I met

with her almost every other week for an hour with her in my office or in

Starbucks to go over her questions for the class. Third, I convinced her to

get a native Arabic tutor so that she could regularly use her language. Now

in Arab 210 Kourtney is a different student. Her love to Arabic has

tremendously increased and she started feeling that what she produces is

accurate. She told me last week that she is planning to minor in Arabic.

Omar Khan As a native of Pakistan, Omar was a confused between his Urdu language

and Arabic. I spent time explaining to him that his native language is Indio

European that borrows Arabic letters as well as some lexicons. I explained

that for example the word “ijtihaad” (striving) has the same meaning in

both languages. But it has Arabic rooted and that Urdu borrowed this term

probably because of Islam and Quran. I also helped him work on the

phonetics of words such as the “emphatic alif” versus the “light alif”. By

the end of semester Omar was able to make a clear sound difference

between the two languages and was able to use Arabic appropriately

without getting the Urdu interference.

https://gloss.dliflc.edu/Default.aspx


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III- Course as Case Study:

1- Courses taught:

I have taught a wide variety of Arabic courses throughout the past twelve years, from beginning

through advanced levels. One of the courses that I enjoy teaching most is the GMU 110. As an intensive

class, I am able to see my students go from learning the alphabet to being able to speak, read and write the

language. It allows me to integrate linguistic skills and give new students a solid foundation in the

language.

Primary textbooks for Arabic 110:

• Alif Baa Introduction to Arabic Letters and Sounds, Second Edition, by Kristin Brustad,

Mahmoud Al-Batal and Abbas Al-Tonsi

• Al-Kitaab fi Ta’allum Al Arabiya with DVDs A Textbook for Beginning Arabic: Part One,

Third Edition, by Kristin Brustad, Mahmoud Al-Batal and Abbas Al-Tonsi

• Locally produced materials, selected by program faculty.

2- Arab 110 Course Description:

The Elementary Arabic is an intensive and demanding course that meets a total of six hours per week.

It is designed to teach students the basics of Arabic language and culture which include Arabic script,

basic grammatical concepts and basic writing, reading and conversation skills. This course is offered to

undergraduate students only.

3- Arab 110 Course Final Goals:

Master the Arabic alphabet and sound system, be able to distinguish and pronounce all Arabic

sounds, and write accurately from dictation

Learn to ask and respond to simple questions in Arabic

Learn key grammatical concepts such as: idafa, pronouns, attached pronouns, present tense verb

conjugations, noun-adjective agreement, and other grammatical feature of Arabic.

Initiate social interactions, ask for basic information, and be aware of basic cultural aspects of

social interaction in the Arab world

Be able to talk about yourself, your education, and your family, your place of study and place of

living with native speakers of Arabic;

Comprehend simple written and audio/video texts on familiar topics


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Be able to compose simple paragraphs about yourself

Be familiar with some of the differences between formal and spoken Arabic

Learn about some aspects of Arabic culture such as last names, places, addressing etiquette, etc.

4- Arab 110 Syllabus and Calendar :

a- Day One Questionnaire on course objectives & requirements:

At the first class meeting, I hand out a syllabus which gives the basic information for the course it

lists ways to contact me: office number, phone number, and email address, and also the address of my

Web homepage and the homepage for the class. I also provide them with a questionnaire about course

objectives and course requirements (see chart 1)

Chart 1

Prof: Kamaleddine Tabine

GMU Arab 110

Questions given to the students on course objectives & requirements

Discuss the following questions with your classmates. Work together to recall and discuss what

you read in the syllabus for class today. As you work, identify gaps in what you recall or areas

where you have a difference of opinion about what the syllabus says and then refer to the syllabus

at the end of your discussion to clarify your understanding, if necessary. After your discussion,

you will report highlights of your discussion to the entire class.

1. What will you be able to do in Arabic by the end of the semester?

2. What is the role of the student in this class? What is the role of the teacher? What is the

role of the TA?

3. How will you be learning Arabic in this class? What is the role of homework in your

learning?

4. What did the syllabus say about class attendance and participation?


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5. What are some of the things will you need to do in order to be successful in this class?

Which of these things will be easy for you? Which might be more challenging?

6. When you read the syllabus did it seem to you that this class would be similar to other

language classes you have taken? Why or why not?

7. What do you remember about the class policies related to grading? Homework?

Attendance?

8. Where there any aspects of the syllabus those were not clear to you?

It also informs the students about the prerequisites, text, topics to be covered, the number of exams

and quizzes, information on homework assignments (approximate number, types of problems,

grading policy, possibilities for revision of incorrect solutions, etc.), and grading policy. If the class

requires use of a calculator and/or computer, the syllabus includes a section describing how they will

be used in the class and what will be expected from the students, especially regarding productive skill

activities such as role play work and Video Portfolio projects. In every first day of class, I set a clear

and organized communication with my students to better know who I am as a teacher and as a

language facilitator and feedback provider. For example, I spend more time explaining that there will

more talking in the class and that attendance; class preparation and participation are key elements to

pass this class.

b- The syllabus (see following stapled document)


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5- Arab 110 Teaching Responsibilities and Methods:

a- Teaching the Arabic Alphabet:

When I teach the beginning Arabic 110 at GMU, I focus on giving my students a clear and easy

foundation to learn the Arabic script. On day one of the class, most of my students have a preconceived

idea that Arabic is a hard language due to its script. This is why I implement a special way for teaching

the Arabic alphabet. For example, when I teach the 28 Arabic letters (see chart 2),

Arabic Transliteration Chart

Chart 2

Stand-alone

orthography

Initial-medial-final

orthography

Symbol

Transliterated Arabic Name Sound

ألف Various ا ا ا ا

همزة ‘ Various ء

باء b بـبـب ب

تاء t تـتـت ت

ثاء th ثـثـث ث

جيم j جـجـج ج

حاء H حـحـح ح


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خاء kh خـخـخ خ

دال d د ـد ـد د

ذال dh ذ ـذ ـذ ذ

راء r ر ـر ـر ر

زاي z ز ـز ـز ز

سين s سـسـس س

شين sh شـشـش ش

صاد S صـصـص ص

ضاد D ضـضـض ض

طاء T طـطـط ط

ظاء Z ظـظـظ ظ

عين 3 عـعـع ع

غين gh غـغـغ غ

فاء f فـفـف ف

قاف q قـقـق ق

كاف k كـكـك ك


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الم l لـلـل ل

ميم m مـمـم م

نون n نـنـن ن

هاء h هـهـه ه

واو w و ـو ـو و

ياء y يـيـي ي

ب a فتحة

ب i كسرة

ب o ضمة

ب voiceless سكون

ب Double consonant شدة

با aa (long vowel) ألف ممدودة ا

بو oo (long vowel) وو و

بي ii ( long vowel) يي ي

تاء مربوطة ةah (marks the

feminine) بة


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I use a unique method integrating my linguistic skills. I provide my students with both the script

letter together with its phonetic sound and English transliteration. This method has proved to be effective

as it gives my students more confidence and trust in the language. As an example I use the /kh/ as in the

sound “Machen” in German, or /th/ as in “thief” in English. Unlike what the textbook dictates, on day one

I provide my students with the whole and explain to them that throughout the following four weeks, we

would be studying each and every letter in detail. This method reflects one of the teaching strategies,

which is building motivation and trust on day one. In teaching the alphabet, I implement various

materials as the Alif Baa’ text book; but I also use various extra audio and video materials that I put on

blackboard for students (see appendix 2).

Arabic contains five uvular (throat sounds) that may sound challenging to American students. To

help students pronounce these five throat sounds, I implement some phonetic games with my students. I

explain that instead of focusing on the letter itself; try to locate the place of articulation of this letter. For

example, Arabic has a ghayn sound like the French word “Paris”. I ask them to take a sip of water and try

to gargle it, producing the “gh” sound. By the end of each session, I notice that most of my students are

able to pronounce this sound correctly. As another example, Arabic has an aspirated “h” sound closer to

“h” but deeper than it. The best method I use with my students is asking them to pretend they are clearing

their throats, therefore they feel they are producing the sound spontaneously.

On the second week, when my students start becoming familiar with Arabic sound system, I start

teaching how these letters connect as a word. Here I use a very unique method that I called in my classes

“grumpy letters vs friendly letters”. In other words, I explain to my students among the 28 Arabic letters,

6 are “grumpy” or one way connector. This means that they connect only one way. My students like this

funny terms as they help them retain the concept in a fun way. By the end of week two, almost all my

students can have a good grasp of the letters connecting system and can write most of the basic words

given in a dictation.

The vowel system in Arabic is different than in English. Instead of having real letters to express

vowels, Arabic adopts “harakaat” or diactric marks. They are small symbols that we put on under a given

Arabic letter. Here also I use my linguistic transliteration methods explaining to my students how these

symbols change the letter into a syllable. For example, I explain that in the word “jamal” (camel), only

the “j” , “m” and “l” letters are needed plus whatever needed vowel you need to put either under or above

each letter. I understand that the use of vowels in Arabic poses a challenge for nonnative speakers of

Arabic; because most of the media language including newspaper is “voweless”. I explain to my students

that we Arabic speakers learn word visually and once we visualize the right vowel we do not have to put


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it. By the end of week 4, all my students can not only write any simple word in a dictation; but they can

also read Arabic signs, banners and newspapers headlines.

b- Teaching methods:

While teaching the beginner Arabic level, I tend focus on engaging and motivating the class. I

create a student-centered atmosphere where my role is the facilitator and the feedback giver. I always

start the class with a fun, interactive activity. I usually play a video such as an Arabic alphabet song. I

ask my students to stand up stomp their feet and sing along with the video. One video I like to use can be

seen here. (https://www.youtube.com/watch?v=joaa_H3ejoM). The video features a man and a child

singing the letters with various vowel sounds as a silly sounding, but very rhythmic sound, at the same

time, the man points at each letter as he sings the sound. This video has played a very crucial role in

letting my students memorize both the shape and sound of Arabic letters.

Before I tackle the day’s topic, I spend a substantial amount of class time discussing homework problems.

I may then have an in-class exercise, probably involving cooperative learning, with a follow-up

discussion or role play to end the class. Usually in class exercises focus on students group work. I make

sure I provide students more time to think and work with each other, before I ask each group to stand up

and show their group work in front of the class. In all my classes, producing the language at the end of

each class session is a must,because it shows me that my students are actually learning and are able to

produce the language.

c- In classroom Feedback:

I believe that feedback is most effective when it is given at the time of the learning so that students

can make improvements as they go. As John Hattie in Visible Learning (2009) “To be effective,

feedback needs to be clear, purposeful, meaningful and compatible with students’ prior knowledge, and to

provide logical connections.” In my classes, my feedback tends to be more descriptive as it describes

what the student said or did, and providing guidance for improvement. In my Arab 110 class, for

example, I listen to all students inputs and then I create a chart with most common points that need to

clarified or corrected. Sometimes I do it individually, where a student keeps using a pattern error for

example. I give him/her a meaningful and a clear explanation using either modeling or repetition.

6- Arab 110 Testing and Grading:

When I design my Arab 110 syllabus, (see appendix 3); I make sure that oral, production activities

and assignments are included. My philosophy is that quizzes and tests are important but not sufficient to

prove my students effective language learning experience. Therefore, I believe if my student can stand up

https://www.youtube.com/watch?v=joaa_H3ejoM


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and speak for five minutes in Arabic about him/herself, is better than scoring an A+ on a written quiz with

a novice production skill. All my Arab 110 exams test my students’ three main skills: Listening, reading,

and writing. However, I believe that speaking should not be neglected . I created some new activities I

named” Student Video Project”. This activity aims at assessing students’ fourth skill: speaking. In this

project, every student chooses a suitable topic after consulting with me and emailing me the video

transcript. On the presentation day, the student shows his/her video and talk to students about the new

vocabulary he/she used, also sharing any cultural component that the video may entail. The student has to

present three video projects during the semester plus a Final portfolio, which is a summative portfolio of

all projects presented in a longer video. I assess these presentations on content, organization, style/

presentation/appearance, use of visual aids, audience participation and adherence to time limit (see

appendix 4).

As my syllabus indicates, there are two types of homework: Homework completion (HC) and Graded

Homework (HG). Both of the Homework have the same importance in my class. The HC is a daily

assignment that the students prepare and come to class to discuss it. I make sure that all students have

completed it, giving a “C” (completed) mark in my grading book, which goes towards attendance and

participation grade. I explain to my students that the HC are very important as they tell me how much

they are prepared. The Graded Homework, however; are assigned only four times in the semester, and

they are more comprehensive and longer in structure. I explain to my students that the HG is similar to a

mock quiz and/or test. It serves to prepare them for the main written quizzes and tests. I usually curve

each test or quiz and also the total assignment scores and quiz scores because I view the purpose of

grading as mostly motivational, not judgmental. My main goal is to see my students able to demonstrate

and produce knowledge of course material. I believe this motivates them to do the necessary work

required to learn more Arabic.

7- Enactment Artifacts:

Since my overall teaching goal is helping my students enjoy and use Arabic; I always integrate fun

and productive skill materials. Most of these teaching artifacts should include visual aids or technology.

a- Homework Assignment:


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In addition to the textbook daily homework, I sometimes provide my students with more fun and

language use drills. (See example 1 pic 1 below)


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This homework was given on week three where my Arab 110 students have almost grasped the

28 Arabic alphabet letters. It is a crossword puzzle drills which has two tasks. First, be able to identify

some new vocabulary items related to family members. Second, to practice reading and writing Arabic

letters. This is for me a crucial productive goal from this activity. I make it a habit in assigning my

homework to target all four skills, where writing and speaking remain my priorities; pushing towards

language fluency and being easy with grammatical accuracy. I noticed that my students enjoy these

types’ activities that give them a little break from the textbook and help them retain more Arabic

vocabulary in a fun motivating way.

Sometimes, when my students ask me some questions that are not enlisted in the syllabus or

course objectives, I go home and I design a special activity for this purpose. Teaching body parts in

Arabic is a case in point (see example 2 pic 2)


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In the past years I used to tell my students “do not worry about this now, you will learn this in

Arab 210”. Recently, I started adopting more and more the student-centered learning where students'

interests are put first. I help them therefore choose what they learn, how they learn, and how they will

assess their own learning. Before I hand the pic (see below) I played these two video about body parts.

The first video is tutorial and the second one is an Arabic version of the children's song that takes

translating the kids song "Head, Shoulders, Knees and

Toes"(https://www.youtube.com/watch?v=hL7uuBl7TfU),

https://www.youtube.com/watch?v=o7yBMYlFnns

I then put students in group, providing them with index cards of body parts in Arabic (without

translation). I let the students match the index card with the body part numbers in the picture. At the end

of the activity, I ask each group to ask the other one “where is your leg?”, or “show me your hair?..etc.

All of my actual 210 students learned this last semester and they all have been able to use sentences using

body parts in class without any problem.

b- Quizzes and Tests:

The Arab 110 students are given five short quizzes, including one on reading. They also have two

comprehensive 90 minutes tests. By the end of week five, students’ learning outcomes become more on

how to make basic conversation, expressing greetings and farewells, or provide a simple description of a

place, or talk briefly about the weather.

The quizzes are usually administered in 15 to 20 minutes. They tend to tests students’ knowledge on a

specific part of a unit such as vocabulary or grammar. The following quiz (see pic 3 below) is a good

example. The quiz below tests the students’ listening, writing and cultural skills. I always make sure to

give questions with pictures and ask the students. These types of questions reinforce my goals of using

and producing Arabic either by writing or by speaking.

https://www.youtube.com/watch?v=hL7uuBl7TfU



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8- Students Sample Work and Results:

The following refer to my students’ performance samples based on learning outcomes, which rely on

their learning and will include some demonstrated competencies, understandings and also some attitudes.

a- Test Sample:

The following two tests are from two students from Arab 110 last semester. Both students (student 1

& student 2): (see next 4 images below) are not heritage speakers and they were both introduced to Arabic

this past fall 2014 semester. While student 1 scored 83 (B-), student 2 scored 95 (A).


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The test has 5 parts. Part A on listening, part B on grammar and writing, part C on connecting Arabic

scripts, part D on reading, while part E on writing. The holistic assessment integrates the three main

language skills (listening, reading and writing) I personally was very satisfied with the two students

outcomes regarding their reading and writing skills, they both did an excellent job.. Student 2 had very

minor Arabic spelling mistakes; which I went through with her. Student 1 however, in Part B used two

similar mistakes; which come from English interference. In other words, student 1 for part B in pic 1 and

3, she wrote “tawiil ostaadha” ( a tall teacher), and “saghiir kalb” (a small dog). Unlike in English, in

Arabic, the adjective comes after the noun. So the students 1 should have reversed the noun- adjective

order in Arabic. As a practice, I created a special activity for this student as well as for those who made


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the same mistake, so that she could practice the use of noun adjective phrases in Arabic (see document

below):

Noun adjective phrase :االسم والصفة

Complete the sentences below with noun-adjective phrases by matching the nouns and adjectives

from the lists below. Remember to make the adjectives agree with their nouns and to use الـ where

needed. Some sentences will require plural forms. See the given Example next below each question

to see possible answers.

أسماء

صفات

ابتدائي بارد لبناني زميل/ة ابن/بنت صديق/ة

كبير جميل وحيد بناية جامعة موظف/ة

صغير جديد عربي مدرسة طالب/ة استاذ/ة

مصري أمريكي متخصص رجل طقس منطقة

Example هل تسكنين في هذه ______ ______؟ -١

المنطقة الجميلة

Example هل تعرفون _____ _____ في األدب العربي؟ -٢

الطالبة المتخصصة

Example ______ ______ تدرس في كلية الحقوق. -٣

األستاذة المصرية

Example ______ ______ يشعر بالوحدة. -٤

االبن الوحيد


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Example لغات. ٣______ ______ تتكلم -٥

زميلتي اللبنانية

Example ______ ______ ال يحبون شغل البيت. -٦

الرجال األمريكيون

Example ______ ______ من عائلة كبيرة. -٧

صديقي الجديد

Example ال نحب ______ ______ في الشتاء! -٨

______. أختي الصغيرة تدرس في ______ -٩

I made sure to follow with the student with my feedback to help the student 1 to keep using accurately

the noun phrase in Arabic. Yet, I always advise that she should try using it in a contextual sentence. After

that incident, the student was able to understand the Arabic syntax and that adjectives follow nouns in a

descriptive phrase. At the end of the semester while the student 1 was presenting her Final Video project,

I was very satisfied with her accurate use of this construction, and this what I will talk about in the next

part of this section.

b- Final Video Project result Sample:


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As I stated throughout this portfolio, using the language orally is my ultimate goal in teaching Arab

110. In addition to the daily discussion and oral group work, students are supposed to present 3 video

projects throughout the semester; one project due in March; one due in April and one Final due at the end

of the semester. The Final project is a longer presentation and should cover most of the learning

outcomes in the semester. The idea behind the video project is to make the students choose a simple topic

related to what we learned in class, write it down; send it to me for feedback and approval; and then

present it and discuss it with classmates in class. With this Final Video Project, the students are

reinforcing and retaining Arab 110 learning outcomes. They practice writing (by sending me the video

transcript a week earlier), and also speaking at the day of the presentations. Students choose topics such

as greetings, talking about daily activities; about themselves, their education, their families, their places of

study and places of living.

Below is a sample activity from three fall 2014 Arab 110 students including the student 1 that we

talked about earlier. The students chose to video tape a dialogue in a one of GMU parking garages. I

make it clear that the all group will have same grade if each of the group members show the equal efforts

and time using the language. At the end of the video project all the three students were able to:

a- Use simple sentences talking about themselves

b- Ask simple questions starting with, where, when, which, or what.

c- Speak in the simple present expressing likes and dislike.

d- Command the use of the demonstrative pronoun both in masculine and feminine.

I usually provide an encouraging positive feedback in a special sheet (see pic below) where I put my

notes as well as the Final grade.


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This spring 2015 Semester, I am teaching some of my former 110 students, and I can tell that the

efforts and work we did in 110 is bearing fruit this semester. For example, at the beginning of the

semester, they all could introduce themselves in Arabic despite the one Month break. This fulfills my duty

but also makes me strive to work more and more because I believe “a teacher duty is a lifetime one”. The

student 1 that was facing the Arabic noun adjective order issue, she was able to use the structure

accurately throughout the video dialogue.


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IV- Evidence of Teaching Effectiveness and Impact:

1- Students Evaluations:

Throughout the past three years I have taught the following Arabic courses at GMU. On a scale of 1

(high) to 5 (low), my student evaluations have fallen in the following ranges o f 4.1 to 4.6:

Year Course Credit Enrolled

students

- Spring

2012

- Arab 210 - 3 - 23

- Fall 2012 - Arab 110 - 6 - 20

- Spring

2013

- Arab 110

- Arab 210

- 6

- 3

- 23

- 16

- Fall 2014 - Arab 110 - 6 - 19

- Spring

2015

- Arab 110

- Arab 210

- 6

- 3

- 20

- 26

I am very proud to have received consistently high ratings from my students in these early years

of teaching at GMU. (The semester mean was around 4.5/5). I have diligently worked to implement

student feedback into my courses each semester and it is one of my highest goals to continue course and

program improvement that will keep my evaluation scores high2, and hopefully would reach the 5 out of 5

median.

2. copies of students evaluation look like they were not found in the GMU site system: https://crserating.gmu.edu/secure/Main.cfm

Also I did not receive back the evaluation form. Only fall 2014 was found.


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In addition to the university standard end of semester evaluation, I also prefer to ask students to

do a midterm evaluation. In the past years, some students asked me in their feedback to slow down when

I am explaining; others thought that homework and syllabi was not clear. Students generally comment

positively on my class presentation, engaging style, fairness, and availability. Some of the negative

comments are that I go too fast in class and try to cover too much material.

The following are some of my students’ most recent positive feedback:

S1: “very engaging and fun. The teacher was excellent”

S2: “the talking and conversation were helpful as well the accessibility of the professor”

S3: “the professor helps a lot with the talking aspect of the language”

S4:” "The grading is tough, but that's good, because I need to know my mistakes, even the little

ones…The rewrites are good. They really help us learn from our mistakes."

Yet, one of the most recent feedbacks is from one of my student mentees who took my Arab 110 and she

is taking the 210 level with me. Her language skill has apparently improved: (please read below)


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2- Peer and Chair Support letters:

Please find in next page the two support letters: One from my Collogue in the Arabic program Dr.

Nizar Alseoudi, and one from Dr. Julie Christensen: The Chair of Modern and Classical Languages

Department at GMU.

Modern and Classical Languages

Julie A. Christensen, Chair [email protected]

4400 University Drive, MS 3E5, Fairfax, Virginia 22030

703-993-1230; Fax: 703-993-1245


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TO: The Center for Teaching and Faculty Excellence

FROM: Julie Christensen, Chair, Modern and Classical Languages

RE: Nomination for a Teaching Excellence Award, Kamaleddne Tabine

DATE: February 6, 2015

I am delighted to write in support of Professor Kamaleddne (Kamal) Tabine, who has been

nominated for a Teaching Excellence Award. It isn’t easy to get to know all of the part-time instructors

who teach in our department, as there are many. However, it did not take me long to notice Kamal Tabine

and his work. First of all, I noted that his Arabic language classes were almost always full and often over-

subscribed, with students staying on the wait list until the last minute, and even then, asking for a late add.

I then saw the enthusiasm with which a large number of his beginning Arabic students performed at our

annual Polyglot Performances during International Week. The students sang beautifully, confidently, and

joyfully in Arabic, and followed their very tall professor around all evening. Since then I have seen

Kamal work with students at a number of cultural events on campus, always smiling, enthusiastic, kind,

and energetic. He played a key role in organizing the very successful Arab Culture Day this past October,

including funding, organization, and student support. He helped organize student events throughout the

year, and topped off the fall semester by putting together a presentation, with Nizar Al-Seoudi, our new

Term Assistant Professor of Arabic, on “mixed classrooms” for MESA, the Middle East Studies

Association Annual Convention in Washington. In all of these events and activities, Kamal has gone far

beyond the expectations of a part-time instructor.

Kamal is truly passionate about his teaching, and employs a multitude of strategies and

approaches, techniques and technologies to help his students not only learn Arabic, but enjoy learning

Arabic. What an empowering experience it has to be: to enjoy learning Arabic and to come out of the

classroom actually able to speak and understand – incrementally improving skills, building confidence,

looking forward to the next class! Kamal’s enthusiasm for Arabic and Arabic culture is infectious, and

students mirror his enthusiasm in their own attitude toward the class. Several extremely important

elements of his teaching must be highlighted here: his availability for students during office hours and

“coffee hours,” by phone, or by computer, and the quick “turn-around time” of communication, which

alleviates student anxieties and helps them quickly understand important concepts and avoid mistakes

from the very beginning; his application of project-based learning and active student participation and

production within the class; his infusion of cultural information into each and every lesson, through

audiovisual input as well as specific lexical notes; his comfort level with the latest technology; and his

energetic and enthusiastic support and encouragement of and for each individual student.


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Because student backgrounds, skills, knowledge, and learning styles are uneven in any language

classroom but much more so at an institution as diverse as George Mason University, a master teacher

must be flexible and adaptable, willing to apply a myriad of teaching strategies to every class and, often,

for each student. Kamal’s time spent with students within and outside of the classroom gives him the

information he needs in order to restructure his own delivery, student assignments, and communication

strategies. His willingness to listen to students and to evolve as an instructor is commendable and rare.

I want to highlight the importance of the presentation on “mixed classrooms” that Kamal put

together with Nizar Al-Seoudi for the MESA Conference in late November. This presentation, together

with workshops planned for this spring in conjunction with our UISFL Grant in Arabic and North Africa,

promise to “put Mason on the map” as a center of excellence for the study of Arabic in highly diverse or

“mixed” classrooms – where instructors find in their classes a range of student experience and expertise

from zero to heritage learner. Given the challenges of Arabic (Modern Standard Arabic as the written and

cultural heritage standard, and a wide range of dialects spoken throughout the Arab world), it is

impossible to run classes in which students arrive at the same level. It is a rare instructor, such as Kamal,

who sees that “mix” of student backgrounds and expertise as a plus, rather than a minus – as an

opportunity to create a truly rich cultural milieu within the classroom, and apply all strengths (his own

and those of his students) toward the learning goals of each and every student.

I note that the coordinators of Arabic at Mason have, since Kamal’s arrival, relied on him to help

not only with extracurricular and cultural events, but also with curriculum and classroom design. Ghassan

Husseinali appointed Kamal lead teacher of our Arabic 110 intensive courses, with responsibilities for

designing the syllabi and coordinating quizzes and tests. Nizar Al-Seoudi has worked closely with Kamal

since his arrival this fall, designing presentations and co-authoring papers, as well as organizing student

events: keen on infusing new optimism into the Arabic program and putting the final touches on our plans

for a Major in Arabic.

Kamal has contributed so much to our Arabic program, to the students, and to our department. I

give him my highest recommendation for a Teaching Excellence Award, and pledge to continue to seek

funding to add permanent positions to our Arabic faculty. Kamal, a genuinely excellence teacher and a

Mason alum, will be my first choice.

V- Closing Statement:


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I have been working very hard in the last several years to try to improve my classes. The primary

focus in this process is providing an environment which promotes better learning. This means looking at

all aspects of the course, not just trying to improve my lecturing skills. I take both my peers and students

evaluations very seriously and I am also in the progress of tailoring, and updating my teaching methods. I

can try to adjust my teaching methods accordingly, and in the process hopefully benefit all of the

students. I am proud to see that my emphasis on productive language skills and my student centered

focus is appreciated by my supervision, my colleagues, and most importantly, my students.

Here are some of the changes I have recently incorporated into my classes:

Better organization and more complete syllabi.

Working closely with peers

More use of visual materials: slides and computer demonstrations

More short quizzes in lower level classes

Allowing rewrites of homework in higher level 210 classes

Try to use a slow pace in class when explaining new materials.

Assigning interesting extra credit problems, mostly to stimulate the better students and to help

students improve their grade

Obtaining more feedback from students: feedback forms and mid-semester conferences.

To help learn more about teaching, I attend language conferences every year such as MESA

(Middle Easter Studies Association), ACTFL, and other smaller DC area language conferences here in the

DC area. Next November 2015, I am planning to present at MESA in Denver Colorado on my experience

“Teaching Arabic Heritage Speakers in GMU”.

I feel language education is an ever changing field as new techniques and technologies are

developed, I plan to investigate and adopt these new avenues as appropriate. I also hope to continue to

work with my colleagues in the field to also develop new strategies and tools for Arabic language

teaching. In the future, I would like to create a task based syllabus specifically for Arabic heritage

speakers in GMU Arabic classes. It would help them focus on literacy issues, and provide a greater

challenge. I think this is a great project taking into consideration the large number of heritage speakers we

receive every year. Finally, I will continue to try to find ways to improve my role as a teacher of Arabic

in GMU, by making my students use the language in their learning process.


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Supplemental Electronic Materials

I- https://www.youtube.com/watch?v=ZYT0CiNhxtk

II- https://www.youtube.com/watch?v=hL7uuBl7TfU

III- https://www.youtube.com/watch?v=o7yBMYlFnns


https://www.youtube.com/watch?v=hL7uuBl7TfU



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teaching portfolio: thoughts about teaching •a reflective “teaching statement” describing...

Documents