Relevant bibliographies by topics / Arabic pedagogy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Arabic pedagogy'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Arabic pedagogy"

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Morrow, John Andrew. "Arabic Instruction in France: Pedagogy or Politics?" International Journal of the Humanities: Annual Review 4, no. 6 (2007): 17–24. http://dx.doi.org/10.18848/1447-9508/cgp/v04i06/41940.

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Al-Jarf, Reima. "Arabic and English Loan Words in Bahasa: Implications for Foreign Language Pedagogy." Journal La Edusci 2, no. 4 (2021): 23–35. http://dx.doi.org/10.37899/journallaedusci.v2i4.445.

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Many Arab students are currently pursuing their education at Malaysian institutions, and they have to study Bahasa Malaysia as a university requirement to be able to communicate with people in the local community. Therefore, this study aims to help Arab students learn Bahasa easily as Bahasa contains many loan words from Arabic and English. This article gives Arab students examples of Arabic and English loan words with which they are familiar and shows them the different phonological adaptations of Arabic and English loan words in Bahasa as the Arabic, English and Bahasa sound systems are diff
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Uhlmann, Allon J. "ARABIC INSTRUCTION IN JEWISH SCHOOLS AND IN UNIVERSITIES IN ISRAEL: CONTRADICTIONS, SUBVERSION, AND THE POLITICS OF PEDAGOGY." International Journal of Middle East Studies 42, no. 2 (2010): 309a. http://dx.doi.org/10.1017/s0020743810000371.

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Arabic instruction in Israel's Jewish sector fails to meet the desires and expectations of educators and other stakeholders. Too few study Arabic, and their subsequent command of the language is poor. This is notwithstanding the high national priority that is accorded to Arabic instruction. The article reviews the educational policies and practices that produce this result and the dynamics that make them intractable. Arabic instruction is approached as a social field of practice. The sectarian nature of Zionism—especially the de-Arabization of Jews and the pervasive segregation between Jews an
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Setyawan, Cahya Edi. "Pendekatan Andragogi dalam Pembelajaran Bahasa Arab." al Mahāra: Jurnal Pendidikan Bahasa Arab 3, no. 2 (2017): 317–34. http://dx.doi.org/10.14421/almahara.2017.032-07.

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The term Andragogy does not seem so familiar to educators and teachers. Educators and teachers are more familiar with the term Pedagogy, because the term is used in education. If it refers to the meaning of the term Pedagogy is the education of children, while Andragogy is an adult education. Andragogy began to be known today by educational activists, this is because the emergence of the problem of education at this time is the number of adults who started learning material that the material should have been learned in childhood. The problem is how to adapt the educational methods used to adul
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Alghamdi, Ayman, and Eric Atwell. "Constructing a corpus-informed list of Arabic formulaic sequences (ArFSs) for language pedagogy and technology." International Journal of Corpus Linguistics 24, no. 2 (2019): 202–28. http://dx.doi.org/10.1075/ijcl.16088.alg.

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Abstract This study aims to construct a corpus-informed list of Arabic Formulaic Sequences (ArFSs) for use in language pedagogy (LP) and Natural Language Processing (NLP) applications. A hybrid mixed methods model was adopted for extracting ArFSs from a corpus, that combined automatic and manual extracting methods, based on well-established quantitative and qualitative criteria that are relevant from the perspective of LP and NLP. The pedagogical implications of this list are examined to facilitate the inclusion of ArFSs in the process of learning and teaching Arabic, particularly for non-nati
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Suryaningsih, Iin. "Puisi Arab Bersajak karya Zaini-Solo; Kajian Pedagogi Islam-Modern dalam Manuskrip Nusantara." Buletin Al-Turas 24, no. 2 (2018): 363–78. http://dx.doi.org/10.15408/bat.v24i2.8748.

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The presence of various modern pedagogical currents carried by the psychologists and observers of Western education, has made a new mapping in the study of modern education in Indonesia. Indeed the study has been popular since the early 20th century AD with a very specific theme evidenced by one of the manuscripts entitled Mir'ātu Afkār al-Rijāl Nadzm Ta'līm al-Muta'līm by a scholar from Solo-Indonesia. This study proves that the content of Modern Pedagogy study by a scholar in Indonesia looks very specific and holistic. The method used is a method of philology that includes textual criticism
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Akki, Fouad, and Mohammed Larouz. "A Comparative Study of English-Arabic-English Translation Constraints among EFL Students." International Journal of Linguistics and Translation Studies 2, no. 3 (2021): 33–45. http://dx.doi.org/10.36892/ijlts.v2i3.163.

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Because most of the previous research on translation constraints in English-Arabic-English translation has separately investigated English-Arabic and Arabic-English translation problems, the current study is meant to compare the constraints that EFL students face across the two translation types. To attain this objective, English-Arabic and Arabic-English tests were administered to forty-seven (N= 47) EFL students in two Moroccan university educational settings to measure their abilities in the two translation domains. The results reveal that the participants' scores in both versions are not a
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Huda, Muhammad Muchlish. "البيداغوجية النقدية (الاتجاه الجديد في تعليم اللغة العربية لغير الناطقين بها)". Abjadia 3, № 1 (2019): 51. http://dx.doi.org/10.18860/abj.v3i1.5993.

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<p dir="RTL">تهدف هذه المقالة الى أن تقوم بمناقشة حيويّة في مجال البيداغوجية النقدية كإحدى المقاربات فيما بعد الحداثة في التعليم اللغة. فتحاول هذه المقاربة الى أن تقوم بالإرتباط المتين بين السياق الدراسي والسياق الإجتماعي لتشدّد تمكين المتعلمين على التفكير والتصرّف بشكل حاسم بهدف تحويل ظروفهم الحياتية والشعبية. فتعتمد هذه النظرية بمباديئ رئيسية من فرانكفورط الأكاديمي كالمصادر الأولوية الا وهي نظرية نقد الإجتماعية والنظم السياسي والمجتمعة المغرضة لأنها نتيجة من حركة الإجتماعية الحارة في فرانكفورط “Frankfurt” الألماني سنة 1923. تتعلق هذه النظرية بمصطلح جدلية البيداغوجية “Dialogic Pedagogy”
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Alhassan, Awad, Yasser Muhammad Naguib Sabtan, and Lamis Omar. "Using Parallel Corpora in the Translation Classroom: Moving towards a Corpus-driven Pedagogy for Omani Translation Major Students." Arab World English Journal 12, no. 1 (2021): 40–58. http://dx.doi.org/10.24093/awej/vol12no1.4.

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Research has shown that parallel corpora have potential benefits for translator training and education. Most of the current available Arabic corpora, modern standard or dialectical, are monolingual in nature and there is an apparent lack in the Arabic-English parallel corpora for translation classroom. The present study was aimed to investigate the translation problems encountered by Omani translation major students when translating from Arabic into English with a view to proposing some corpus-informed pedagogy approach for training student translators to overcome these challenges by looking a
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Uhlmann, Allon J. "ARABIC INSTRUCTION IN JEWISH SCHOOLS AND IN UNIVERSITIES IN ISRAEL: CONTRADICTIONS, SUBVERSION, AND THE POLITICS OF PEDAGOGY." International Journal of Middle East Studies 42, no. 2 (2010): 291–309. http://dx.doi.org/10.1017/s0020743810000061.

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Teaching is never merely a technical, pedagogical issue. This is especially true of Arabic teaching in Israel. Two related factors have conditioned the evolution of Arabic instruction in Israel in various, often contradictory ways. One is the Zionist modernist project of inventing a Jewish nation by bracketing off Jews from gentiles and reconstituting them as a distinct Hebraic ethno-linguistic community. The other is the project of securing historic Palestine as an exclusive national homeland for this newly invented nation and the consequent ambivalence toward Arab existence in historic Pales
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Dissertations / Theses on the topic "Arabic pedagogy"

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Zagood, Mohammed Juma M. "A contrastive study of relativization in English and Arabic with reference to translation pedagogy." Thesis, Durham University, 2012. http://etheses.dur.ac.uk/3402/.

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This thesis presents a theoretical overview of relativization in English, relativization in Arabic, and contrasts between them. It also investigates the problems encountered by fourth-year English department students of El-Mergib University in Libya in translating relative clauses from English into Arabic and vice versa. Despite the fact that some studies have been conducted that include relativization in English and Arabic, none of them could be considered comprehensive. Therefore, this thesis presents a detailed discussion of relativization in both languages and examines translation between
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Faiq, Said. "A typological model for text-structure processing : implications for the pedagogy of teaching with reference to translation (Arabic-English)." Thesis, University of Salford, 1990. http://usir.salford.ac.uk/42965/.

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This thesis starts with the postulate that advanced Arab students are generally «good» at the level of sentence formation and context free semantics of English, but who are «poor» when it comes to appropriately structuring information as texts. In an attempt to help such a student population, in the first instance, achieve a textual competence and find some pedagogical implications, the present thesis adopts - with some modifications -a typologically oriented model for text-structure processing. To achieve such objectives, six chapters make up the thesis. Chapter 1 sets both the motivations an
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Mamat, Arifin Bin. "Qur'anic pedagogy and its practices in the teaching of the Arabic language in the international Islamic university Malaysia matriculation centre." Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497560.

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Majeed, Alan. "Middle Eastern Violin Method : A Method for Teaching and Transcribing Middle Eastern Music." Thesis, Kungl. Musikhögskolan, Institutionen för folkmusik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-3055.

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My project is first and foremost about developing a pedagogical method for teaching Middle Eastern folk and classical music on the violin. As a secondary goal, I want to know if my own playing could benefit from applying such a method and become more skilled in expressing myself artistically on my instrument.  In order to achieve this, first, I have transcribed and notated music from different music styles of the Middle East, including Kurdish, Persian, Arabic and Turkish music and described the specific traits of these different styles. Then, I have created a method of how to represent differ
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Leeke, Jane. "A novel reading : literature and pedagogy in modern Middle East history courses in Canada and the United States." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98549.

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The purpose of this study is to explore how the Arabic novel can and does challenge the conventional characterization of what constitutes constructive Middle East historiography. The thesis draws on a case study of undergraduate history course syllabi in order to highlight a number of crucial issues related to Arabic literature and the production of modern Middle East history. My analysis of the syllabi concludes that in general, Arabic novels in translation are part of a varied group of resources selected by a professor in order to complement the "official" histories provided by textbooks and
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Nichols, Jennifer Lynn. "Motivation and Affective Variables in Arabic Language Learning for Iraq War Veterans: Language Learning Experiences Inside and Outside the Classroom." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274056937.

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Al, Muhammad Safa. "Ressources numériques dans l’enseignement-apprentissage de la grammaire arabe "langue étrangère" à l’université." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSEN057.

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Ce travail voudrait contribuer à améliorer la qualité de l’encadrement pédagogique en intégrant des ressources numériques dans l’enseignement-apprentissage de l’arabe à l’université. L’objectif est de mettre en évidence la valeur ajoutée que ces ressources apportent dans le cadre de l’enseignement de la grammaire arabe LE « Langue Etrangère ». L’une des stratégies proposées pour atteindre l’objectif de notre recherche est basée sur une méthode interactive. Le but de cette approche est, d’une part, de favoriser l’interaction (enseignant/étudiant et étudiant/étudiant) et d’autre part, d’améliore
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Dhawi, Fahad A. "Redesigning Arabic learning books : an exploration of the role of graphic communication and typography as visual pedagogic tools in Arabic-Latin bilingual design." Thesis, University of the Arts London, 2017. http://ualresearchonline.arts.ac.uk/13472/.

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What are ‘educational typefaces’ and why are they needed today? Do Arabic beginners need special typefaces that can simplify learning further? If so, what features should they have? Research findings on the complexity of learning Arabic confirm that the majority of language textbooks and pedagogic materials lead to challenging learning environments due to the poor quality of book design, text-heavy content and the restricted amount of visuals used. The complexity of the data and insufficient design quality of the learning materials reviewed in this practice-based research demand serious though
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Tayem, Leila. "Genusperspektiv i barnlitteratur i Sverige i jämförelse med arabisk barnlitteratur Gender perspective in children’s literature in Sweden in comparison with the Arabic children’s literature." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-11998.

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DETTA EXAMENSARBETES SYFTE ÄR ATT UNDERSÖKA, JÄMFÖRA SAMT ANALYSERA BARNLITTERATUR FÖR ATT KUNNA FÅ EN BLICK AV VILKEN SYN PÅ KÖN BÖCKERNA FÖRMEDLAR SÅVÄL SOM HUR KVINNLIGA OCH MANLIGA KÖNSROLLER KONSTRUERAS I BARNLITTERATUREN I SVERIGE OCH ARABISK BARNLITTERATUR.
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Mohamed, Aladdin Abd El Basset. "A contrastive study of discourse features in English and Arabic writing in connection with two text types : research article abstracts and newspaper letters to the editor." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364433.

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Books on the topic "Arabic pedagogy"

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Faiq, Said. A typological model for text-structure processing implications for the pedagogy of teaching with reference to translation(Arabic-English). University of Salford, 1990.

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Nagwa, Kassabgy, Ibrāhīm Zaynab, and Aydelott Sabiha T, eds. Contrastive rhetoric: Issues, insights, and pedagogy. American University in Cairo Press, 2004.

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Van Raalte, Theodore G. Tweaking a Medieval Antecedent. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190882181.003.0008.

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Whereas disputations were a regular part of both elementary pedagogy and university training in the medieval and early-modern eras, not all disputations were of the same kind. This chapter explains the differences between the dialectic and scholastic disputations, of which Chandieu’s works belong to the latter. Further, it shows that Chandieu wrote his works “for the better practice of disputations,” and that his “theological and scholastic” treatises thus have an organic connection to the classroom. The use of disputations in the academies of the Swiss cantons more widely is also described. C
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Furas, Yoni. Educating Palestine. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198856429.001.0001.

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Educating Palestine tells the story of an emergent educational and historical discourse in Mandate Palestine as a space of negotiation between colonial administrators, pedagogues, teachers and students, one of essential importance to the formation of the Palestinian and Zionist (imagined) national self-portrait. It traces and delineates a genealogy of Palestinian pedagogic and historical knowledge through a combination of oral history, students’ journals and extensive archival work in the Zionist, Israeli State and Hagana archives. It intimately portrays its protagonists, teachers and students
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Twohig, Erin. Contesting the Classroom. Liverpool University Press, 2019. http://dx.doi.org/10.3828/liverpool/9781789620214.001.0001.

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Contesting the Classroom is the first scholarly work to analyze both how Algerian and Moroccan novels depict the postcolonial classroom, and how postcolonial literature is taught in Morocco and Algeria. Drawing on a corpus of contemporary novels in French and Arabic, it shows that authors imagined the fictional classroom as a pluralistic and inclusive space, often at odds with the narrow nationalist vision of postcolonial identity. Yet when authors wrote about the school, they also had to consider whether their work would be taught in schools. As this book’s original research on the teaching o
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Ross, Karen. Youth Encounter Programs in Israel: Pedagogy, Identity, and Social Change. Syracuse University Press, 2017.

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Youth Encounter Programs in Israel: Pedagogy, Identity, and Social Change. Syracuse University Press, 2017.

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Awayed-Bishara, Muzna. EFL Pedagogy As Cultural Discourse: Textbooks, Practice, and Policy for Arabs and Jews in Israel. Taylor & Francis Group, 2020.

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Awayed-Bishara, Muzna. EFL Pedagogy As Cultural Discourse: Textbooks, Practice, and Policy for Arabs and Jews in Israel. Taylor & Francis Group, 2020.

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Awayed-Bishara, Muzna. EFL Pedagogy As Cultural Discourse: Textbooks, Practice, and Policy for Arabs and Jews in Israel. Taylor & Francis Group, 2020.

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Book chapters on the topic "Arabic pedagogy"

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Putra, Kristian Adi, and Fahd Shehail Alalwi. "“Thank you, Teacher!”: A critical reflective narrative of a foreign EFL teacher's career journey in Saudi Arabia." In Post Pandemic L2 Pedagogy. Routledge, 2021. http://dx.doi.org/10.1201/9781003199267-12.

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Hudson, Paul. "‘A Gin and Tonic and a Window Seat’: Critical Pedagogy in Arabia." In International Perspectives on Critical Pedagogies in ELT. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95621-3_12.

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Abdul-Jabbar, Wisam Kh. "The Educational Conceptual Perspective: Ethnic Identity, Literacy, and Reader-Response Pedagogy." In Negotiating Diasporic Identity in Arab-Canadian Students. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16283-2_2.

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Nuske, Kyle. "9. Novice Practitioners’ Views on the Applicability of Post-method and Critical Pedagogy in Saudi EFL Contexts." In Language, Identity and Education on the Arabian Peninsula, edited by Louisa Buckingham. Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783096602-012.

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"The Arabic Love-Hate Relationship with Western Pedagogy." In Failure to Thrive in Constructivism. Brill | Sense, 2011. http://dx.doi.org/10.1163/9789460913143_003.

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Ryding, Karin Christina. "Transcultural Content and Translingual Reflection: Rethinking the Arabic Language Learning Experience." In Language, Politics and Society in the Middle East. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474421539.003.0003.

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This article, written by Karin C. Ryding, argues that while Arabic has garnered increased attention by the American education system over the past decade, the sociolinguistics of Arabic are being neglected in such educational endeavours. This is despite academic research on this topic, including, notably, Yasir Suleiman’s Arabic Sociolinguistics: Issues and Perspectives (1994). Ryding writes that the complexity of teaching and learning Arabic is related to the transcultural realities of living and working in the Arab world. As she demonstrates, Arabic is particularly challenging as the language must be modified to conform to different types of interaction. Ryding then analyses some of the shortfalls in the fi eld of Arabic language instruction, and argues that because Arabic teaching – due to its distinctive diglossic nature – lacks many traditional models to choose from, it must construct its own, which she refers to as ‘the repertoire model’. Ryding summarises by noting that sociolinguistic analyses, like those studied by Suleiman, must be taken into consideration and should force us to come to terms with the linguistic reality of multiple discourse levels and, accordingly, to develop new models for Arabic pedagogy.
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Fadl, Lamees, and Dina Hassan. "Connecting “Third Space” Pedagogy With Employability in Arabic Language Classes Through Virtual Exchange." In Developments in Virtual Learning Environments and the Global Workplace. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7331-0.ch013.

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In this chapter, the authors explain the integration of linguistic and cultural knowledge in two online beginner Arabic classrooms on a collaborative project between LaGuardia Community College and The University of Oklahoma. Students engage in a series of blended virtual and communal activities that result in new opportunities for learning, where the learning space is multi-voiced. The chapter highlights include an explanation of the project learning objectives, the project design, employability competencies learned, and synopses of students' interviews with members of the Arab communities as well as their reflections on the learning experience. The curriculum and pedagogy adopted for this virtual exchange project are grounded in the historical and current particulars of students' everyday lives and that of Arab communities living in the United States. This project aims at creating a third communal space where activities are discussed in meaningful ways, while unlearning stereotypes and shunning away prejudices, a goal informed by the belief that learning is a social process.
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Allan, Michael. "Literature." In In the Shadow of World Literature. Princeton University Press, 2016. http://dx.doi.org/10.23943/princeton/9780691167824.003.0005.

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This chapter examines how discussions of world literature relate to the field of Arabic literature by tracing how the Arabic term adab became literary. It considers how definitions of the literary turn on assertions of how to read, respond, and relate to texts by analyzing literary history, on the one hand, as it intersects with literary theory, on the other, to focus on finite moments in the work of Jurji Zaydan, H. A. R. Gibb, and Edward Said. The chapter shows that this convergence of literature and adab ultimately enables an alternate genealogy of world literature—one based less on the accumulation of texts than on an emergent global discipline. It argues that asking about how adab becomes literary is intertwined with the question of what literature is and with the overlapping of philology and pedagogy it implies.
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Booth, Marilyn. "A Women’s World History, in the World of Arabic Letters: A Reader’s View." In Classes of Ladies of Cloistered Spaces. Edinburgh University Press, 2015. http://dx.doi.org/10.3366/edinburgh/9780748694860.003.0002.

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Gives a history of the volume’s publication and circulation within the context of the early non-official press and book publishing sector in Egypt, followed by a discussion of the book’s themes as illustrated by its biographies of individual women. These themes include the importance for girl readers of learning history, or history reading as moral pedagogy; the importance and ideal content of girls’ education; marriage as supportive and destructive to women, and the new ideal of ‘companionate marriage’; women and political power; women and scholarship; and women and waged work. These were all addressed in Fawwaz’s essays as well, some of which feature here. Discussion of individual biographies offers a sense of the wide-ranging geographical and temporal scope of Fawwaz’s achievement.
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Heider, Abeer. "Sudden shift to online learning during the COVID-19 pandemic: the case of Arabic at Qatar University." In The world universities’ response to COVID-19: remote online language teaching. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.52.1270.

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The present chapter focuses on the immediate impact of the COVID-19 pandemic on the higher education sector, presenting the case of the Arabic for Non-Native Speakers Center (ANNS) at Qatar University. It evaluates what actions the center has undertaken to pledge its integrity to the cause of higher education throughout the pandemic and considers a sample of students’ responses to a survey about the approaches and strategies adopted when learning shifted online. In order to speak to the book project rationale, the questions herein addressed concentrate on what has changed in language teaching practices as a result of COVID-19; on which changes might become permanent changes and which are expected to return to their pre-pandemic conditions; on reconsidered language pedagogy and new educational purposes and on informational progress for remote teaching. The chapter also aims to identify a number of techniques to be researched further.
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Conference papers on the topic "Arabic pedagogy"

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"Examining the Educational User Interface, Technology and Pedagogy for Arabic Speaking Children in Kuwait." In 1st International Workshop on Interaction Design in Educational Environments. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0004100700790089.

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Hmida, Mohamed Faouzi. "Pedagogy Enhancement with ICT Integration: Consolidation with E-Learning Platforms and Portals." In 2018 JCCO Joint International Conference on ICT in Education and Training, International Conference on Computing in Arabic, and International Conference on Geocomputing (JCCO: TICET-ICCA-GECO). IEEE, 2018. http://dx.doi.org/10.1109/icca-ticet.2018.8726219.

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"Using Suggestopedia in ELT in Saudi Arabia: Implications for Pedagogy." In International Conference on Economics, Education and Humanities. International Centre of Economics, Humanities and Management, 2014. http://dx.doi.org/10.15242/icehm.ed1214088.

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Nasseif, Halah. "EXAMINING NETWORKED LEARNING PEDAGOGY IN SAUDI ARABIAN HIGHER EDUCATION." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0815.

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A Madani, Ertewaa Hassan. "Exploring the role of Montessori pedagogy on students in Early Childhood schools with Saudi Arabia." In International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/educationconf.2019.03.128.

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Hassan A Madani, Ertewaa. "Exploring the role of Montessori pedagogy on students in Early Childhood schools with Saudi Arabia." In International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/educationconf.2019.03.131.

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Madani, Ertewaa. "EXPLORING THE ROLE OF MONTESSORI PEDAGOGY ON STUDENTS IN EARLY CHILDHOOD SCHOOLS WITH SAUDI ARABIA." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1316.

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Alharbi, Ahmed. "THE PEDAGOGIC NEXUS OF SAUDI ARABIAN' SCHOOLS AND COMMUNICATIVE LANGUAGE TEACHING." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2373.

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Suryaningsih, Iin. "Manuscript of Pedagogy by Mirat Afkar Rijal: Anthropology-history correlation in the text of the Nusantara Arab’s poetry." In Proceedings of the International Symposium on Social Sciences, Education, and Humanities (ISSEH 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/isseh-18.2019.28.

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Alwan, Emad A. "Session 11: Pedagogy | The Relationship Between Secondary Schools' Teachers in Saudi Arabia Perceptions of Causes of Behavior Problems and Strategies they use to Deal with these Problems." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0040.

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