Department of Near Eastern Languages and

Cultures

ARABIC LANGUAGE FOUR YEAR CURRICULUM

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This document was last revised on August 18, 2010

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Dear Colleagues:

Thank you to those of you who joined us on May 4th, 2007, for the presentation
and discussion of the new curriculum for Arabic Language.

I enclose the final product. I have included information which you may find
useful, such as the details of our Arabic Assistant Instructor Training, a summary
of the national proficiency scales (ACTFL and ILR), summary of cohorts, etc.

Please treat this as a process and not as the finished product. Every year we will
make alterations and changes according to the needs of our programs and
students. Also, there are parts of the Arabic Program which have not been
addressed this past year, such as Learner Training, Arabic Language Resource
Center, Arabic Language pages on our department’s website, and Overseas
Programs.

With my best wishes,

Cigdem Balim
Director of Language Instruction
cbalim@[Link]

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 Principles of the Four Year Curriculum for
Arabic Language Teaching
The Department aims to teach Arabic as a medium of understanding, expression,
communication, and research. These aspects imply the acquisition of Arabic both
at theoretical and practical levels. Teaching stresses reading, writing, listening,
speaking skills, grammar, and vocabulary. The student will also need to learn the
skills related to translation and interpretation. The study of Arabic requires that
students learn the classical components alongside the modern, when possible.
At the end of four years of learning Modern Standard Arabic (MSA), the students
will have attained the following skills:

I. Use of Arabic
The students will:
1. be able to communicate (orally and in writing) effectively in MSA on
a variety of topics and in a variety of settings, using
appropriate registers
2. be able to read, understand, translate, and interpret (with the help
of a dictionary where necessary) a variety of authentic
materials written in MSA
3. begin to be able to make use of their knowledge of Arabic in a
professional context (such as social sciences research using
Arabic, literary study, etc.)

II. Explicit knowledge of Arabic

The students will:
1. demonstrate a knowledge of the structures (syntax, phonology,
morphology) of written MSA and its registers (varieties of the
language, e.g. journalistic vs. formal; formal vs. informal)
2. demonstrate that they understand the linguistic principles required
to analyze MSA (parse a sentence, and begin to talk about
Arabic morphology, sound system, and syntax academically).
These elements are necessary for students who are majoring
in Arabic.

III. Knowledge of cultures where Arabic is used

Language teaching and culture teaching are not separated; therefore,
students will have an understanding of the cultures where Arabic is
used.

IV. Generic skills

During their study of Arabic, the students will also enhance or acquire
generic and transferable skills. They will:
1. be able to use IT effectively
2. be able to work with others as a part of a team
3. be able to demonstrate some ability as an ‘independent learner’

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 Assessment

General Assessment Objectives

For all years, although at different levels of competency, students are required to
demonstrate an ability to:
understand and respond to spoken language
understand and respond to written language
communicate in speech
communicate in writing
translate and interpret

Continuous/Formative Assessment = 75% of the final grade

Summative Assessment = 25% of the final grade

Components of the Continuous/Formative Assessment:

50% midterm examinations (2 hours), quizzes 20%, daily homework and
participation 30%.

Components of the Summative Assessment:

1 Listening and responding (10%)
The examination may consist of a range of test types such as grid completion,
multiple-choice, matching, forms of plan completion, note-taking, questions in the
target language and interpreting tasks. The responses may be a combination of
non-verbal responses, target language responses and responses in English as
well as in Arabic.

2 Speaking (20%)
Students may be asked to perform role-play in Year I, to undertake a
conversation on a selected topic with their examiner in Years 2 and 3, and they
may be expected to give an oral presentation in Arabic in Year 4.

3 Reading and responding (25%)

Students can be given a range of written materials (advertisements, articles,
short passages, e-mail messages and other internet sources). The examination
may incorporate a variety of test-types such as grid completion, multiple-choice,
matching, forms of plan completion, note taking, comprehension questions in
Arabic, and interpreting tasks. Some of the tasks may require a response in
English.

4 Writing (45%)
The examination may require the completion of a number of tasks including
making a list, filling in a form, writing a paragraph or longer piece of writing, or
translation to and from Arabic.

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In Year I, course A100, the tasks may range from short sentence answers to
paragraph writing (of about 50 words), either in answer to a message or postcard
or in response to other simple stimuli in the target language. There will be some
choice in the questions.

In Year 1, course A150, the students will be required to produce a piece of

continuous writing of about 100 words. This could be a reply to a letter or email
message in the target language, or the expansion of notes or stimuli in the target
language.

In Year 1, course A160, the students will be required to produce a piece of

continuous writing of about 100 words. This could be a reply to a letter or email
message in the target language, or the expansion of notes or stimuli in the target
language.

In Year 2, course A200, the students will be required to produce a piece of

continuous writing of about 150 words on a topic. There will be an element of
choice.

In Year 2, course A250, the students will be required to produce a piece of

continuous writing of about 200 words on a topic. There will be an element of
choice.

In Year 3, courses A300 and A350, the variety of tasks to be performed will
include a piece of continuous writing of about 250 – 300 words on a topic.

In Year 4, courses A400 and A450, the variety of tasks to be performed will
include a piece of continuous writing of about 350 – 400 words on a topic.

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 LEARNING OUTCOMES
Year 1 (A100 / A150)
They become familiar with the sounds, written form and grammar and
begin to express themselves in writing, with simple role-play and
dialogues.

(a) Listening and responding

Understand short, learned and some sentence length utterances,
especially where context supports understanding and
speech is clear and audible
Comprehends most words in simple questions, commands and
requests but may need repetition
Assessment will ask the students to:
identify and note main points of the simple conservation they
have heard, on multiple-choice sheets
extract specific details and write down details of the
conversation they have heard
take dictation

(b) Speaking
Take part in brief, prepared tasks of at least two or three
exchanges, using visual or other cues to help them initiate
and respond
Use short sentences or phrases to express personal responses
Assessment will concentrate on simple everyday conversation and
role play on practiced exchanges.

(c) Reading and responding

Has sufficient control of the writing system to interpret written
language in areas of practical need
Where vocabulary has been learned, can read for instructional
purposes, standardized messages, and phrases and
expressions
Begin to read independently from selected short simple texts of
higher competency
Assessment will ask the students to:
identify and note information in the simple texts, multiple
choice
extract specific details from posters, announcements,
postcards and similar texts

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(d) Writing
Able to write simple fixed expressions and supply information on
simple documents and materials
Can write simple autobiographical information
Write several short sentences on a familiar topic
Express personal responses such as likes/dislikes, and feelings on
certain topics
Assessment will ask the students to:
write lists (such as shopping lists)
fill in forms
write a message or a postcard
translate simple sentences to and from Arabic

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Year 2 (A200 / A250)
Students begin to express themselves in writing and orally using simple
structures on familiar topics. They begin to read and understand
simple authentic texts on familiar topics, and translate them to and
from Arabic.

(a) Listening and responding

Understand longer stretches of connected discourse on a number
of topics pertaining to different times and places
Cope with language spoken at near-normal speed under
circumstances without interference or hesitancy, on familiar
topics
Topics do not differ from an advanced level listener, but
comprehension is less in quantity and poorer in quality
Assessment will ask the students to:
identify main ideas
extract information
understand factual reference to past, present and future
events

(b) Speaking
Can initiate, sustain and close a general conversation with a
number of strategies appropriate to a range of
circumstances and topics
Limited vocabulary causes hesitation, but there is evidence of
increasing connected discourse
Can narrate and describe
Assessment will have an element of structured role play as well
as conversation on rehearsed topics.
(c) Reading and responding
Understand a range of simple connected texts dealing with basic
personal and social needs including texts covering present,
past, or future events
Can read texts of higher level with some accuracy
Reading includes basic authentic materials
Assessment will ask the students to:
extract information
show some understanding of unfamiliar language in context
understand references to past, present and future events
(d) Writing
Produce short pieces of writing, in correct simple structures, that
seek out and convey information and feelings, referring to
recent experiences or future plans, as well as to everyday
activities

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Assessment will ask the students to:
produce pieces of continuous writing, which may be a reply
to a letter in the target language, the expansion of
notes or be based on simple stimuli in the target
language
summarize biographical data, describe and narrate events
translate to and from Arabic

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Year 3 (A300 + A350)
Students know the sounds, written forms, and grammar of MSA and they
can express themselves in writing with increasingly complex
structures and in speech with dialogues, and they can read and
understand modern authentic texts on limited topics and translate
them to and from Arabic with some accuracy.

(a) Listening and responding

Understand main ideas and most details of connected discourse on
a variety of topics spoken at near-normal speed under
favorable conditions
Familiarity with topics is the main element of comprehension
Texts include interviews, short lectures on familiar topics, news
items and reports with factual information
Assessment will ask the students to:
identify facts
extract information from heard communications

(b) Speaking
Take part in conversations, discussions and convey feelings on
routine social demands and limited work requirements
Can handle with confidence most normal, high frequency social
conversational situations including current events, work,
family and personal history
Can elaborate, complain and apologize, narrate and describe with
some accuracy
Can be understood by speakers of MSA with ease
Assessment will ask for taking part in a conversation with an
interlocutor on a given topic with a familiar scenario, or give
personal presentations on a given topic.

(c) Reading and responding

Able to read longer prose of several paragraphs in length, but with
a clear structure, using familiar sentence patterns
Can understand the main ideas but may miss some details
Reading includes authentic materials (poetry, prose, etc): short
stories, news items, bibliographical information, social
notices, personal correspondence, letters, and technical
materials written for the general reader
Assessment will ask the students to:
identify facts
understand the contents of the text
scan a text
skim a text

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(d) Writing
Produce writings, in joined sentences, that convey information on
familiar topics
Can take notes, write resumes and summaries, narrate and
describe
Good control of syntax and morphology and the most frequently
used patterns but makes mistakes in producing complex
sentences.
Assessment will ask the students to:
to produce pieces of continuous writing: take notes, narrate,
summarize
to translate to and from the target language

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Year 4 (A400 + A450)
Students know the sounds, written forms and grammar of MSA and they
can express themselves in writing and in speech, and they can
read modern authentic texts on different subjects with almost no
difficulty, and translate them to and from Arabic. They are also
familiar with Classical Arabic.
Students improve their understanding of Arabic by listening to and
watching radio and television broadcasts.

(a) Listening and responding

Understand the main ideas of most speech in MSA especially on
routine social demands and work related topics
May not be able to sustain comprehension in extended discourse
which is topically and linguistically complex
May fail to grasp all the sociocultural nuances of the heard
message
Has some ability to understand implications in the heard message
Assessment will ask the students to:
identify points of view
extract information from heard communications

(b) Speaking
Able to satisfy the requirements of a broad everyday, social and
work situations
Can discuss concrete topics relating to special fields of
competence
Increasing ability to hypothesize, support opinions and explain in
detail
Take part in conversations, discussions and convey opinions
Assessment will require personal presentations on a topic and
the answering of questions in Arabic on the presentation.

(c) Reading and responding

Understand the factual contents of a range of written materials
Understand discussions on concrete topics related to professional
interests
Have broad active reading vocabulary
Text types include international news items
Can detect opinions and intellectual discussions
Assessment will ask the students to:
identify points of view
understand the contents of the text
scan a text
skim a text
summarize a text

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(d) Writing
Able to write about a variety of topics with significant precision and
in detail.
Can write most social and informal correspondence
Can describe in narrative personal experiences and interests but
may be weak in supporting points of view or opinions
Assessment will ask the students to:
produce pieces of continuous writing
translate to and from the target language

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 Topic Areas
These are the minimum general topic areas and related subtopics to be covered
during the four years of Arabic instruction in the department. Vocabulary lists are
based on this list of topics and subtopics.

Years I and II

People: Oneself, family, friends, new contacts, and important people in

the target culture
Year 1
give and seek information about oneself and family members: how many,
names, ages, and occupations
give and seek information about friends: their names, ages, and
nationalities
describe family members (including pets), friends, and other persons in
terms of their appearances and temperament

Year 2
describe lives of people
discuss family life
compare similarities and differences in family life among different cultures

Home Life

Year 1
give and seek general information about people's homes: location, type,
and rooms
give and seek information about household routine: times, meals, and jobs
done in the house
give descriptions of and seek information about rooms: furnishings,
amenities, and activities corresponding to each room
express, seek, and explain views and opinions about the features of a
house: good and bad points, the student's own room and amenities
give an account of a period of time the student spent or plans to spend at
home: a typical evening at home, a special day, or a weekend

Life at University

Year 1
give and seek general information about people's schools, colleges,
universities, and departments: their size, daily routine, transport,
timetables, and activities in and out of classes
give and seek information about subjects studied and about likes and
dislikes related to subjects studied

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 give an account of a period of time the student spent or plans to spend at
the department: a typical day or some special event

Year 2
explain what is and what is not satisfactory about university
life, courses, or departments
give the advantages and disadvantages of studying different degree
courses (e.g. history vs. economics vs. medicine)

Health and Fitness

Year 1
describe parts of the body
give and seek information about symptoms of illness such as pain, fever,
or sickness, and information about general physical condition

Year 2
give and seek information about what people eat to keep healthy and fit:
foods and drinks people choose or avoid, and activities people
choose and avoid
suggest possible diets and changes to lifestyle to keep healthy and
the effects they would produce

Free Time

Year 1
give and seek information about people's interests, pastimes and leisure
activities, in the home and in town
describe free time activity, event or performance
arrange to meet a friend for free time activity
cancel or rearrange a meeting with a friend for a free time activity
give and seek information about where and when to meet
understand the language involved in accepting, rejecting, and confirming
invitations

Special Occasions

Year 1
give and seek information about special events such as birthdays, etc.
give and seek information about festivals or special events in different
cultures

Year 2
recognize and evaluate views about special occasions such as religious
holidays, marriages, and experiences related to such events
compare features of target cultures in terms of common religious festivals

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The Environment

Year 1
give and seek information about the current weather conditions
give and seek information about weather conditions in the past or for a
time in the future

Work

Year 1
give and seek information about any job or work done by the student or
the family members, friends, etc. including what job it is, the hours
of work and amount of pay, etc.

Year 2
discuss advantages and disadvantages of different opportunities for
further study or different careers
suggest changes to how a particular profession or job is carried out and
express the effects these would produce

The Media

Year 1
give and seek information about names and times of different media such
as TV and radio programs, newspapers, magazines, music, video,
film, advertising, the internet, etc.

Year 2
express and seek views and opinions about the media in general
describe contents of books and attempt simple reviews

Communication: Language and its Uses

Year 2
describe a language and explain its functions for its speakers
talk about varieties of a language

Places

Year 1
simple descriptions of places
give and seek information about timetables for travel

Year 2
give an account of a journey
discuss geographical locations

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 describe prominent buildings at a location and their functions

Years III and IV

In addition to the general topic areas of Years 1 and 2, the following

specific areas are added. The list is not exhaustive.

Geography

Journalism

Literature
Literary criticism
Literary history
Folk literature
Drama
Poetry
• By Nizar Qabbani
• By Zuhayr bin Abi Salma
• By al-Khansaa’
• By Ibn al-Rumi
• By Adonis
• Su’ad al-Subah
• Abd al-Aziz al-Muqalih
• Amal Dunqul
• Samih al-Qasim
• Sumayyah al-Susi
• Muhammad al-Fayturi

People
Biographies of famous people
Memoirs

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Politics and Religion
The issue of ‘Islamic fundamentalism’
Oil
Economic problems
Arab Christians
Globalization
Islam & the family
Feminism
War and issues of identity

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 Grammar Points in al-Kitaab I + II + III
This table indicates only when each grammatical point is introduced. Once
introduced, each point is recycled and repeated and used in new sections.

One Two Three

Perfect & Placement of the
Gender Imperfect tenses demonstrative
definite article of verbs pronoun after the
relational adjective Geminate verbs noun
asking questions ‫ﻛﻡ‬ Hollow verbs
(interrogatives) ‫ﻣﺎ ﺍﻟﻔﻌﻠﻳﺔ ﻭﺍﻟﻅﺭﻓﻳﺔ‬

Subject pronouns ‫ﺍﺳﻡ ﺍﻟﻔﺎﻋﻝ ﻭﺍﺳﻡ ﺍﻟﻣﻔﻌﻭﻝ‬ ‫ﻣﺎ ﺍﻻﺳﻣﻳﺔ ﻭﺍﻟﺷﺭﻁﻳﺔ‬

plural ‫ﺍﻻﺿﺎﻓﺔ‬ ‫ﺍﻟﻔﻌﻝ ﺍﻟﻧﺎﻗﺹ‬
non-human plural
agreement
the nominal
(equational,
subject-predicate)
sentence
‫ﻛﺎﻥ ﻭﺍﺧﻭﺍﺗﻬﺎ‬
‫ﺍﻻﺿﺎﻓﺔ‬ ‫ﺍﻻﺿﺎﻓﺔ‬ ‫ﺍﻟﻔﻌﻝ ﺍﻟﺭﺑﺎﻋﻲ‬
Possessive Passive voice Active and
pronouns passive participles
for finally weak
verbs
Numbers

Present tense ‫ﺍﻥ ﻭﺍﺧﻭﺍﺗﻬﺎ‬ ‫ﻛﺎﻥ ﻭﺍﻥ ﻭﻛﺎﺩ ﻭﺍﺧﻭﺍﺗﻬﻥ‬

negation of the ‫ﺍﺳﻡ ﺍﻟﻣﻛﺎﻥ‬ ‫ﺫﻭ ﻭﺍﻻﺳﻣﺎء ﺍﻟﺧﻣﺳﺔ‬
present tense ‫ﺟﻣﻊ ﺍﻟﺗﻛﺳﻳﺭ‬
the verbal ‫ﺍﻟﻣﻣﻧﻭﻉ ﻣﻥ ﺍﻟﺻﺭﻑ‬
sentence more
interrogatives

Adverbs ‫ﺍﻻﺿﺎﻓﺔ ﻏﻳﺭ ﺍﻟﺣﻘﻳﻘﻳﺔ‬ ‫ﻗﺩ‬

Noun-Adjective ‫ﺃﻓﻌﻝ ﺍﻟﺗﻔﺿﻳﻝ ﻭﻭﺯﻥ ﻓﻌﻠﻰ‬ Review of verb
phrases ‫ﺍﻟﺗﻣﻳﻳﺯ‬ tenses
Demonstrative
pronouns
‫ﺍﻟﺣﺎﻝ‬
‫ﺍﻟﻣﺻﺩﺭ‬ Finally defective ‫ﻭﺍﻭ ﺍﻟﻣﻌﻳﺔ ﻭﺍﻟﻣﻔﻌﻭﻝ ﻣﻌﻪ‬
Interrogative: Form I active Passive voice
‫ﻟﻣﺎﺫ‬ participle + ‫ ﺍﻟﻔﺎﻋﻝ‬+ ‫ﺍﻟﻣﺻﺩﺭ‬

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 (‫ﻓﻌﻝ ﻣﻌﺗﻝ ﺍﻟﻔﺎء )ﻭﺍﻭﻱ‬ ‫ﺍﻟﻣﻔﻌﻭﻝ ﺑﻪ‬
‫ﺍﻟﻣﺷﺗﻘﺎﺕ‬

‫ ﻝ ﻭﻋﻧﺩ ﻭﻣﻊ‬+
pronouns Imperative Forms of the
(prepositions + ‫ﺍﻟﻧﻬﻲ‬ masculine and
pronouns) ‫ﻻﻡ ﺍﻻﻣﺭ‬ feminine
fronted predicate ‫ﻛﺎﻥ ﻭﺍﺧﻭﺍﺗﻬﺎ‬ Colors
‫ﻛﺎﻥ‬ ‫ﻣﺎ ﺍﻟﺗﻌﺟﺑﻳﺔ‬ ‫ﺍﺫﺍ ﺍﻟﻔﺟﺎﺋﻳﺔ‬
‫ﻛﻡ‬
Number 1-10
past tense
negation of past Assimilation in ‫ﺍﻓﺗﻌﻝ‬ -‫ﺍﻳﺎ‬
study of the verb: Meanings of the ‫ﺍﻟﻣﻔﻌﻭﻝ ﺍﻟﻣﻁﻠﻕ‬
past, present, verb forms
gerund, root, form
the dictionary
numbers 11-100
negation of the
nominal sentence ‫ﻻ ﺍﻟﻧﺎﻓﻳﺔ ﻟﻠﺟﻧﺱ‬ Parts of the body-
ordinal numbers ‫ﺍﻟﻣﻔﻌﻭﻝ ﺑﻪ‬ feminine &
“what time is it?” ‫ﺍﻟﻣﻔﻌﻭﻝ ﻓﻳﻪ‬ masculine
‫ﺍﻟﻣﻔﻌﻭﻝ ﺍﻟﻣﻁﻠﻕ‬
‫ﺍﻟﻣﻔﻌﻭﻝ ﻻﺟﻠﻪ‬
‫ﺍﻟﻔﻌﻝ ﺍﻻﺟﻭﻑ‬

present ‫ﻛﺎﺩ ﻭﺍﺧﻭﺍﺗﻬﺎ‬

subjunctive
‫ ﺍﻟﻰ ﻭﻋﻠﻰ‬+ ‫ﺍﻟﻔﻌﻝ ﺍﻟﻧﺎﻗﺹ‬
pronouns
object pronouns
present indicative
adjectival phrase
quantifiers (kul,
ba’d, mu’zam,
‘iddat)
the superlative
the future
lan
subject-verb
agreement in
verbal sentences

negation of the
past with lam +

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 the present
jussive
table of the
indicative,
subjunctive, and
jussive
‘anna,
verbs with anna
and an, maa zaala
the nominal
sentence
(describing
places)
definite and
indefinite idafah,
verb forms,
the dictionary
relative pronouns,
maa, man, review
of negation, the
conditional
the comparative
verb forms II and
IV

case endings on
nouns
(nominative,
accusative,
genitive)
“min al… an”
Verb forms, VII
and VIII,
declension of
nouns (genitive,
nominative,
accusative)
the colors,
the dual
verb forms II and
V,

“inna wa anna”

the feminine

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plural, “ka, mithla,
kamaa, ka’anna”
reading dates,

the gerund as
subject of a verbal
and nominal
sentence

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 SUMMARY OF COURSE TITLES

Arabic Language Related Other Arabic Courses 2008-2009

A100/A500
N223/N523 Conversational Arabic UG
UG Open to everyone
Pre req: 5 meetings/week
2 meetings/week (4:10 contact hours total)
(2:30 contact hours total) 4 cr.
3 cr.
A150/A550
N255/N555 Multimedia Arabic UG
UG Pre req: A100 with a pass grade
Pre req: A200 4 meetings/week
2 meetings/week (4:10 contact hours total)
(2:30 contact hours total) 4 cr.
3 cr.
A160/A560
A310/A610 Arabic Dialects I UG
UG Only offered in spring semester for
Pre req: A150 students who already know some
2 meetings/week Arabic
(2:30 contact hours total) Meetings/week TBD
3 cr. Contact hours TBD
Credits TBD
A320/A620 Arabic Dialects II
UG A501
Pre req: A310 G (no UG section)
2 meetings/week Open to all graduate students
(2:30 contact hours total) 4 meetings/week
3 cr. (5:00 contact hours total)
5 cr.
N310/N510 Arabic Composition
UG A551
Pre req: A150 G (no UG section)
2 meetings/week Open to all graduate students
(2:30 contact hours total) 4 meetings/week
3 cr. (5:00 contact hours total)
5 cr.
N312/N512 Arabic Grammar
UG A200/A600
Pre req: A200 UG
2 meetings/week Pre req: A150 with a pass grade
(2:30 contact hours total) 3 meetings/week
3 cr. (3:45 contact hours total)
3 cr.
N324/N524 Intro to Arabic Linguistics

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UG A250/A650
2 meetings/week UG
(2:30 contact hours total) Pre req: A200 with a pass grade
3 cr. 3 meetings/week
(3:45 contact hours total)
N329/N529 Arabic Phonetics and 3 cr.
Phonology
UG A300/A660
2 meetings/week UG
(2:30 contact hours total) Pre req: A250 with a B or higher grade
3 cr. 4 meetings/week
(3:20 contact hours total)
3 cr.

A350/A670
UG
Pre req: A300 with a B or higher grade
4/week
(3:20 contact hours total)
3 cr.

A400/A680
UG
Pre req: A350 with a B or higher grade
4 meetings/week
(3:20 contact hours total)
3 cr.

A450/A690
UG
Pre req: A400 with a B or higher grade
4 meetings/week
(3:20 contact hours total)
3 cr.

** Please note that NELC also offers courses such as N305/N695 (Graduate
Topics in NELC) and N590 (Directed Readings in Arabic) for students of
higher competency levels in Arabic. These courses are conducted solely
in Arabic and registration is allowed after proficiency testing.

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Important Notes

* Arabic teaching is composed of “four language skills” based language

course units.

* ONLINE GRAMMAR and ONLINE STUDY SKILLS (learning how to learn

languages) and other documents are on the NELC Website under
Resources at:

[Link]

or

[Link]

* A100/500 is strictly for beginners with absolutely no knowledge of Arabic.

* A160 is an Arabic language course covering two semesters of Arabic in

one semester. However, this course is strictly for those who have been
exposed to Arabic. Those who want to take the course will have to take an
examination given by the department before they can be admitted.

* All UG students who sign for Arabic language courses will be given a
placement test, if the instructor finds it necessary, in order to determine
their correct level. This placement test is based on the Learning Outcomes
given in this document.

* A student, who wants to continue to a higher level (next semester) Arabic

during the first two years has to obtain a passing mark from the preceding
level, and a B+ or higher after the second year. That is:

A passing mark is required to move between Years 1 and 2 and their

levels.
Passing mark of B+ or above is required to move to Year 3 and between
Year 3 levels.
Passing mark of B+ or above is required to move to Year 4 and between
Year 4 levels.

* Arabic is the language of instruction in the classroom.

* Course descriptions will make it clear to the students of how much time
they need to put into studying Arabic on their own. That is an average of
2-3 hours daily.

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 2010-11 Cohort
Year I: Alif Baa + Al Kitaab v. I up to Chapter 13

First Year Arabic (A160) Al Kitaab v. I up to Chapter 13

Year II: Al Kitaab v. I (book finishes) and v..II up

to Chapter 2

Year III: Al Kitaab v. II (book finishes) and v. III

Year IV: Al Kitaab v. III and additional materials

IMPORTANT PLACEMENT TEST INFORMATION

Students who have previous knowledge of Arabic must take a placement test
given by the Department before they enroll in Arabic language classes (April and
August each year, see BEST website). The test will have both written and oral
sections. Please contact the Arabic Language Coordinator Dr Zaineb Istrabadi
(zistraba@[Link]) to take this exam.

Your scores will be available the next day you take the exam and you can learn
them through the Departmental Office by coming in person and presenting your
picture ID.

If you test out of 100 level, you will be rewarded those credits automatically. If
you test out of 250 level, you may be rewarded special credit for 200 level
courses.

If your test shows that you need to review your elementary level Arabic, you will
be given credit for A100 and signed on to a special course A160 in the spring
semester.

REQUEST FOR SPECIAL CREDIT IN ARABIC

100-level credit will be automatically processed after you have taken the
placement exam. To receive 200-level special credit, you will have to take the
course into which you place after the placement exam. It is important that you
apply for 200-level credit before you graduate or transfer to another university or
you will be charged for each credit hour of special credit.

• If you placed into A160, you will receive 4 credit hours of special credit for
A100.

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 • If you placed into A200, you will receive 8 credit hours of special credit for
A100 and A150.
• If you placed into A250, you may apply for 3 credit hours of additional
special credit in A200 only if you complete A250 with a passing grade.
• If you placed into any 300-level Arabic course, you may apply for 6 credit
hours of additional special credit in A200 and A250 only if you complete a
300-level course with a passing grade.

Cost: Special credit will be free if you are enrolled in at least 12 hours on the
Bloomington campus at the time you apply for the credit or in the semester prior
to when you apply. Special credit that is not free will not be processed unless the
student applies for it in the Recorder's Office. Special credit will cost the same as
tuition.

High School Students: If you enrolled in Arabic at another university while still
in high school, you will be eligible for IU special credit if you take the placement
test. For example, as a high school senior, you took A200 through a University.
When you matriculate at IU, you test into A200 or higher or you successfully take
A250 at IU. You would then be eligible to receive special credit for A100 / A150.
You must apply for this credit.

Please check your transcript in OneStart to see if you already have special
credit. If you have any questions, please e-mail Undergraduate Student Advisor.

If you have further questions please contact the Director of Language Instruction
Dr. Cigdem Balim (cbalim@[Link]).

28
 Arabic Language AI Training
Outline of Training:

1 Arabic language instructors are required to attend the NELC Workshop in

August on Language Learning and Language Teaching Methodologies as
they relate to Less Commonly Taught Languages before the new academic
year starts.

2 They also attend the training sessions offered by the Center for the Study of
Global Change, the Center for Language Technology and Instructional
Enrichment (CeLTIE), and the Department of Second Language Studies
(SLS) in August.

3 They attend as many of the SOTL (Scholarship of Teaching and Learning)

and Campus Instructional Consulting sessions as possible during the year.

4 During the semester they take a three credit course titled Teaching LCTL
(N696).

5 Every week the AIs meet with the Director of Language Instruction and the
Coordinator of Arabic Language (CAL) to discuss that week’s issues,
exchange ideas, and for feedback. During the meetings they share best
practices, daily lesson plans for the coming week, and assignments. This is
also a time for making sure that all sections of the same Arabic course are ‘on
the same page’ (literally). Examinations are prepared centrally and
distributed to the AIs before the exams. Therefore, these meetings also allow
for discussion of the grades received by students and exam questions.

Evaluation and Quality Assurance

AIs are observed during teaching (both semesters) and Departmental ‘AI
Appraisal forms’ are completed by the observer(s). This is followed by a
feedback session.

Two informal assessment forms are filled by students, and the results are
discussed with the individual AIs at feedback sessions.

AIs are formally assessed by the students on forms issued by the University
(BEST).

Each assessment/appraisal is followed by feedback.

Personal files of the AIs contain documentation which relate to issues above, and
reappointment takes the contents of the personal files into consideration. For
details see the Department’s AI Handbook.

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 ADMINISTRATION OF TEACHING AND LEARNING

Director of Language Instruction

The Director of Language Instruction (DLI) is responsible for ensuring the quality
and the efficient administration of language teaching in the department. The DLI
reports to the department chairman and to the faculty at faculty meetings. He/she
is a member of the Curriculum Committee and consults CAL especially and other
faculty members and students to ensure development and innovation in teaching
and learning.

The responsibilities of DLI include:

1 Language curriculum development and innovation
2 Supervision of classroom practices and quality of learning
3 Training of AIs
4 Supervision of AIs
5 Overseeing the keeping of AI teaching profile files
6 Facilitating Independent Language Learning (student training
programs, resource center preparation, and related activities)
7 Keeping in touch with international programs, year abroad/summer
abroad and language programs abroad
8 Keeping up with national and international developments in language
teaching and learning.

Coordinator of Arabic Language (CAL)

The CAL works with and reports to the Director of Language Instruction (and to
the department chairman when necessary). The duties of the CAL are:

1 Supervision of preparation and administration of the department’s

Arabic language exams (midterms and finals)
2 Preparation of Arabic proficiency and placement testing
3 Preparing and supervising the preparation of Arabic materials for the
resource center
4 Helping the DLI with AI supervision/observation of classes/evaluation
Questionnaires and keeping AI teaching profile files
5 Keeping up with latest advances in Arabic teaching nationally and
internationally.

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Comparison Chart of Language Proficiency Levels, which was
used in writing the NELC Arabic curriculum (minimum
proficiency at Level 2+ of ILR scale is aimed by the
Department after 4 years of training without studying Arabic
overseas)

ILR ACTFL

(Interagency (American
Language Association
Roundtable) of Teachers Definition
Scale of Foreign
Languages)
Scale
5 Native Able to speak like an educated
native speaker
4+ Distinguished Able to speak with a great deal of
fluency, grammatical accuracy,
4 precision of vocabulary and
idiomaticity
3+ Superior Able to speak the language with
sufficient structural accuracy and
3 vocabulary to participate
effectively in most formal and
informal conversations
2+ Advanced Able to satisfy most work
Plus requirements and show some
ability to communicate on concrete
topics
2 Advanced Able to satisfy routine social
demands and limited work
requirements
1+ Intermediate Able to satisfy most survival needs
– High and limited social demands

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1 Intermediate Able to satisfy some survival needs
- Mid and some limited social demands

Intermediate Able to satisfy basic survival needs

– Low and minimum courtesy
requirements
0+ Novice – Able to satisfy immediate needs
High with learned utterances
0 Novice - Mid Able to operate in only a very
limited capacity

Novice - Low Unable to function in the spoken

language
0
No ability whatsoever in the
language

32