Language learners as invisible planners: a case study of an Arabic language program in a Chinese university

2021 ◽  
pp. 1-23
Author(s):  
Ning An ◽  
Yongyan Zheng
Keyword(s):  
Language Learners ◽  
Arabic Language ◽  
Language Program ◽  
Chinese University

scholarly journals Students’ Motivation and Attitude towards the Learning of Arabic Language: A Case Study of Arabic Students in Nigerian Universities

2015 ◽  
Vol 3 (1) ◽  
pp. 51-69
Author(s):  
Arifin Mamat ◽  
Kazeem Oluwatoyin Ajape
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learners ◽  
Principal Component ◽  
Factor Loading ◽  
Arabic Language ◽  
Moderate Correlation ◽  
Learning Situation ◽  
Attitude And Motivation

The study of students’ motivation and attitude in second language (L2) has recently become an important concept across disciplines of second language acquisition (SLA) and communication. This study sought to validate Gadner’s (2009) Attitude Motivation Test Battery (AMBT) on a population of Arabic language learners in Nigeria, and to determine their attitudes and motivations for learning Arabic language. The sample comprised two hundred and eighty eight (288) Arabic language students from six (6) universities in Nigeria. Principal Component Analysis (PCA) was conducted to explore the dimensions of the AMBT in Nigerian context. Twenty three out of the fifty items with factor loading greater than .40 loaded on four factors with eigenvalues greater than 1.0. Four constructs of the questionnaire are: Integrativeness, Attitudes toward the learning situation, Motivation and Instrumentality. The results showed that students had high levels of both integrativeness and attitude towards the learning situation, while their levels of motivation and instrumentality was very low. There was a positive and moderate correlation  between integrativenness and attitude toward the learning situation while the correlations between attitude and motivation and integrativeness and motivation were very low. Instrumentality failed to correlate with any of the factors. Multiple regression analysis showed that attitude toward the learning situation was a good predictor of students’ integrativeness. Based on these findings, some pedagogical recommendations were provided for the improvement of the students’ motivation and attitude towards the learning of Arabic language in Nigerian universities.      

scholarly journals What Happened to Novice EFL Teachers Professional Learning in Pesantren Based Billingual Program? Evidence from an Islamic Boarding School in East Lombok Indonesia

2019 ◽  
Vol 5 (2) ◽  
pp. 165-175
Author(s):  
Marham Jupri Hadi ◽  
Mohammad Rudiyanto ◽  
Siti Wahyu Puji Anggraini ◽  
Lume L
Keyword(s):  
Foreign Language ◽  
Professional Learning ◽  
English Education ◽  
Boarding School ◽  
Arabic Language ◽  
Learning Needs ◽  
Language Program ◽  
Efl Teachers ◽  
School Headmaster

ABSTRACTThis study investigated the practice of professional learning as experienced by novice English Foreign Language (EFL) Teachers especially those teaching at Islamic Boarding Schools or Pesantren which ran English and Arabic language program. Case study was employed by involving English Teachers and a School headmaster. This study revealed EFL teachers found it challenging to manage classroom. This is partly caused by the class size and their limited experiences and authority to manage class. They also suffered from intimidating lesson plans design. Moreover, they found it daunting to encourage students to learning English, resulting in teachers' stress. Further, barriers of novice EFL teachers' professional learning were associasted with their attitude toward continous learning needs and limited programs to improve teachers' competency.  It also revealed that this pesantren and the school where this study was carried out have yet to set TPD programs for its teachers. In fact, novice EFL teachers were unlikely to get necessary supports from school and senior teachers despite the presence of informal supervision from senior teachers.  ABSTRAKPenelitian ini mengkaji praktik pembelajaran profesional guru Bahasa Inggris pemula, khususnya yang mengajar di Pesantren yang menerapkan program bahasa Inggris dan Arab. Penelitian dengan desain studi kasus ini melibatkan Guru Bahasa Inggris dan kepala sekolah. Hasil penelitian ini menunjukkan bahwa guru-guru bahasa Inggris tersebut menghadapi tantangan untuk mengelola kelas. Hal ini disebabkan oleh besarnya jumlah siswa di dalam satu kelas serta minimnya pengalaman dan wewenang mereka mengelola kelas. Mereka juga merasa terbebani oleh penyusunan rencana pelaksanaan pembelajaran. Mereka juga merasa kesulitan untuk memotivasi siswa belajar bahasa Inggris. Semua hal tersebut membuat guru-guru bahasa Inggris tersebut merasa tertekan. Hasil penelitian ini juga menunjukkan bahwa faktor yang menghambat pembelajaran guru bahasa Inggris pemula tersebut adalah sikap guru terhadap kebutuhan belajar secara berkesinambungan dan terbatasnya program peningkatan kompetensi guru. Pesantren dan sekolah tempat penelitian ini dilakukan ternyata menetapkan program pengembangan profesi untuk guru-gurunya. Selain itu, para guru bahasa Inggris pemula tersebut tidak juga mendapatkan dukungan yang diperlukan dari sekolah dan guru senior meskipun telah ada supervisi informal dari guru senior.     How to Cite: Hadi, M. J., Rudiyanto, M., Anggraini, S. W. P., Lume. (2018). What Happened to Novice EFL Teachers Professional Learning in Pesantren Based Billingual Program? Evidence from an Islamic Boarding School in East Lombok Indonesia. IJEE (Indonesian Journal of English Education), 5(2), 165-175. doi:10.15408/ijee.v5i2.10922

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

scholarly journals The projectilic image: Islamic State’s digital visual warfare and global networked affect

2017 ◽  
Vol 39 (8) ◽  
pp. 1194-1209 ◽  
Author(s):  
Marwan M Kraidy
Keyword(s):  
New Media ◽  
Digital Images ◽  
Affect Theory ◽  
Arabic Language ◽  
Video Production ◽  
Global Network ◽  
Primary Sources ◽  
Study Approach

Islamic State’s (IS) image-warfare presents an auspicious opportunity to grasp the growing role of digital images in emerging configurations of global conflict. To understand IS’ image-warfare, this article explores the central role of digital images in the group’s war spectacle and identifies a key modality of this new kind of warfare: global networked affect. To this end, the analysis focuses on three primary sources: two Arabic-language IS books, Management of Savagery (2004) and O’ Media Worker, You Are a Mujahid!, 2nd Edition (2016), and a video, Healing the Believers’ Chests (2015), featuring the spectacular burning of a Jordanian air force pilot captured by IS. It uses the method of ‘iconology’ within a case-study approach. I analyze IS’ doctrine of image-warfare explained in the two books and, in turn, examine how this doctrine is executed in IS video production, conceptualizing digital video as a specific permutation of moving digital images uniquely able to enact, and via repetition, to maintain, visual and narrative tension between movement and stillness, speed and slowness, that diffuses global network affect. Using a theoretical framework combining spectacle, new media phenomenology, and affect theory, the article concludes that global networked affect is projectilic, mimicking fast, lethal, penetrative objects. IS visual warfare, I argue, is best understood through the notion of the ‘projectilic image’.

Muslim Notables, French Colonial Officials, and the Washers of the Dead

2021 ◽  
Vol 39 (1) ◽  
pp. 9-33
Author(s):  
Augustin Jomier
Keyword(s):  
Middle East ◽  
North Africa ◽  
Arabic Language ◽  
Legal Framework ◽  
Male Domination ◽  
The Road ◽  
Legal Discourses ◽  
French Colonial ◽  
The Dead

For many decades, scholars of gender and women’s history in the Middle East and North Africa have challenged prevailing visions of an unchanged patriarchy, showing how patriarchy was transformed in relation to colonialism, and how some women struggled against it. To the contrary, this article aims to challenge our understanding of women’s agency, taking Mzab as a case study. It explores the ways in which women of this Berber speaking region, inhabited by Ibadi Muslims and conquered by the French in 1882, contributed to the colonial reinforcement of male domination. Reading together works of ethnography, colonial administrative files, legal disputes, and Arabic-language newspapers, this article shows that, together with the colonial legal framework, other informal legal discourses and institutions shaped women’s condition. Down the road, forms of patriarchy and notions of gender shifted.

scholarly journals Case Study of the Commercially Published ELT materials in Foundation of English Course Books 1 & 2

IIUC Studies ◽  
2016 ◽  
pp. 173-182
Author(s):  
Md Yousuf Uddin Khaled Chowdhury
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Global Markets ◽  
Local Market ◽  
Learning And Teaching ◽  
Language Classrooms ◽  
The Right

Brumfit (1979) has suggested that many commercially published ELT materials are little more than ‘masses of rubbish, skilfully marketed’. He perhaps rejects most of the published materials. However, in reality, it is observed that these ELT resources are the only available alternatives in the contexts where infra-structural limitations of language classrooms and the inefficiency of the language-teachers make the goal of language learning and teaching unreachable or unattainable for many of the learners. This paper, through a case study, aims at justifying the use of commercially published ELT coursebooks that are designed and used, considering the limitations and problems of the personally produced materials by untrained teachers. Nevertheless, these materials must consider the local market rather than the global markets so that they meet the needs of the local language learners and instructors. The case study implies that it is the selection or adaptation of the right materials for the specific learners that makes them effective or ineffective. It also suggests that the personally designed or locally produced materials too may make teaching and learning difficult and impossible sometimes.IIUC Studies Vol.10 & 11 December 2014: 173-182

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