Moroccan Arabic and Culture Courses

Guides

Starting in the Spring 2020, both Level-1 and Level-2 courses were piloted by Arabic Language Flagship programs at the University of Arizona, University of Maryland, University of Texas at Austin, Indiana University – Bloomington, and Brigham Young University. Through these pilots, which were implemented in a variety of instructional modes (facilitated, self-paced, blended-learning, etc.), we have accumulated valuable knowledge and experiences. The interviews below provide insights and recommendations regarding how these courses can be best utilized to meet various learning needs.

Guide for Teachers

by Dr. Sonia Shiri

Interview Questions

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View responses by clicking on the question below and you will be directed to the specific part of the video.

How can teachers facilitate vocabulary and grammar learning?

How can teachers facilitate the Listening Comprehension activities, and students’ engagement with the authentic video materials?

What kinds of feedback to the speaking assessments would be effective and in what way(s) should it be provided?

How to address the cultural elements that are not mentioned explicitly in the course but salient in the videos?

When there are issues with technology, how to report issues and describe the problem effectively?

How to create contexts in which students can go beyond what was provided in the course, so that students can continue using the language they have just learned?

GUIDE FOR STUDENTS

by Dr. Abdessamad M’barki

Interview Questions

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View responses by clicking on the question below and you will be directed to the specific part of the video.

Based on your experiences of helping and working with students while they were in Morocco, what might be some of the challenges the students would face?

Could you explain briefly how the 3 components in each lesson (Quizlet, listening comprehension, speaking assessment) relate to each other?

How can students best use the Listening Comprehension activities that use authentic video materials?

What are your recommendations for students when they prepare and complete the speaking assessments?

How will this course help students engage with the host community while they are in Morocco from Day 1 of their stay?

This course was created with support from The Language Flagship Technology Innovation Center. The development of this course was funded under a grant from the Institute of International Education (IIE), acting as the administrative agent of the Defense Language and National Security Education Office (DLNSEO) for The Language Flagship.

The Language Flagship is a national initiative to change the way Americans learn languages through a groundbreaking approach to language education through a network of programs at institutions of higher education across the United States. The Language Flagship graduates students who will take their place among the next generation of global professionals, commanding a superior level of proficiency in one of ten languages critical to U.S. national security and economic competitiveness.

This website has been developed and is maintained by The Language Flagship Technology Innovation Center. The content of this website and of the Moroccan Arabic Course do not necessarily reflect the position of policy of the U.S. government. No official government endorsement should be inferred.