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| kirk belnap: Arabic as One Language Mahmoud Al-Batal, 2017-12-04 For decades, students learning the Arabic language have begun with Modern Standard Arabic (MSA) and then transitioned to learning spoken Arabic. While the MSA-first approach neither reflects the sociolinguistic reality of the language nor gives students the communicative skills required to fully function in Arabic, the field continues to debate the widespread adoption of this approach. Little research or evidence has been presented about the effectiveness of integrating dialect in the curriculum. With the recent publication of textbooks that integrate dialect in the Arabic curriculum, however, a more systematic analysis of such integration is clearly becoming necessary. In this seminal volume, Mahmoud Al-Batal gathers key scholars who have implemented integration to present data and research on the method’s success. The studies address curricular models, students' outcomes, and attitudes of students and teachers using integration in their curricula. This volume is an essential resource for all teachers of Arabic language and those working in Teaching Arabic as a Foreign Language (TAFL). |
| kirk belnap: Social interaction, identity and language learning during residence abroad Rosamond Mitchell, Nicole Tracy-Ventura, Kevin McManus, 2015-08-10 Study and residence abroad are important for adult second language learning, promoting oral skills, fluency and sociopragmatic competence in particular, alongside broader intercultural competence. However learner achievements during residence abroad are variable and cannot be fully understood without attention to the social settings in which learners engage, and the social networks they develop. This edited collection explores the relationship between sociocultural experience, identity and language learning among student sojourners abroad. Three broad themes are identified: the contribution of different settings (host families, student exchanges, work placements etc) to language learning opportunity; the role of social networks in sojourners' language practices and learning success; and their evolving social identities. The book is relevant for a readership interested in informal second language learning, as well as for managers of residence abroad programmes. |
| kirk belnap: Al-'Arabiyya Karin C. Ryding, 2015-11-16 Al-'Arabiyya is the annual journal of the American Association of Teachers of Arabic and serves scholars in the United States and abroad. Al-'Arabiyya includes scholarly articles and reviews that advance the study, research, and teaching of Arabic language, linguistics, literature, and pedagogy. |
| kirk belnap: Documentary Arabic Private and Business Letters on Papyrus Eva Mira Grob, 2010-10-28 Arabic letters on papyrus challenge the modern reader. There are few to no diacritical dots to distinguish homographs, no systematic spacing between single words, and in the majority of cases a low degree of graphical structuring. However, contemporary readers usually read and understood these documents easily – probably because the recipient of a letter knew what to expect. The letters are formulaic, and their information packaging follows an algorithm typical for their time and content. Here formulaic letter writing means not only the reuse of the same formulae or topoi but expressing thoughts in a predictable linguistic way and order, both as a matter of readability and as one of adequacy and politeness. The main concern of this work is to discover these unwritten rules and norms behind Arabic letter writing on papyrus. |
| kirk belnap: Perspectives on Arabic Linguistics Mushira Eid, Vicente Cantarino, Keith Walters, 1994-03-31 This volume divides into 3 sections: I. Arabic in Contact: the Hispano-Arabic Connection; II. Arabic in Contact: Other Connections; III. Phonological Perspectives. |
| kirk belnap: Approaches to Arabic Dialects Martine Haak, Rudolf de Jong, Kees Versteegh, 2017-07-03 This volume brings together 22 contributions to the study of Arabic dialects, from the Maghreb to Iraq by authors, who are all well-known for their work in this field. It underscores the importance of different theoretical approaches to the study of dialects, developing new frameworks for the study of variation and change in the dialects, while presenting new data on dialects (e.g., of Jaffa, Southern Sinai, Nigeria, South Morocco and Mosul) and cross-dialectal comparisons (e.g., on the feminine gender and on relative clauses). This collection is presented to Manfred Woidich, one of the most eminent scholars in the field of Arabic dialectology. |
| kirk belnap: To Advanced Proficiency and Beyond Newel Anthony Brown, Jennifer Bown, 2015-01-02 Due to the pressures of globalization, American society increasingly needs citizens who can carry out Superior level functions in languages other than English. Instructors, researchers, and students of second language acquisition seek scholarly resources to help satisfy this demand. In this volume, leading experts in second language acquisition and language planning supply cutting-edge research on working memory and cognition and empirical studies of effective teaching. The theoretical and empirical work in these pages is complemented by descriptions of successful pedagogical practices that take students from the Advanced to the Superior levels and beyond. With examples ranging across a number of languages, including Russian, Chinese, and Arabic, the volume will serve a broad audience. This practical handbook will help seasoned instructors improve outcomes, while it can also be used for training new instructors in methods courses. |
| kirk belnap: The ERIC Review , 1991 Provides information on programs, research, publications, and services of ERIC, as well as critical and current education information. |
| kirk belnap: Arabic Karin C. Ryding, 2014-03-20 This lively introduction to the linguistics of Arabic provides students with a concise overview of the language's structure and its various components: its phonology, morphology and syntax. Through exercises, discussion points and assignments built into every chapter, the book presents the Arabic language in vivid and engaging terms, encouraging students to grasp the complexity of its linguistic situation. It presents key linguistic concepts and theories related to Arabic in a coherent way, helping to build students' analytical and critical skills. Key features: • Study questions, exercises, and discussion topics in every chapter encourage students to engage with the material and undertake specific assignments • Suggestions for further reading in every chapter allow readers to engage in more extensive research on relevant topics • Technical terminology is explained in a helpful glossary |
| kirk belnap: In the Shadow of Arabic: The Centrality of Language to Arabic Culture Bilal Orfali, 2011-11-11 The collection of articles in this volume is dedicated to Ramzi Baalbaki of the American University of Beirut on the occasion of his 60th birthday. The volume reflects the central themes of Ramzi Baalbaki’s scholarly work: history of Arabic grammar, Arabic lexicography, Arabic linguistics, comparative Semitics, Arabic epigraphy, and textual editing of classical texts. It provides intellectual, literary, and social historians, as well as Arabists, philologists, and linguists with an interesting glimpse into the early medieval and modern traditions related to the Arabic language, its grammar, historical development, and demonstrates its centrality to other fields of study such as Qur’ānic studies, adab, folk literature, sufism, and poetry. Contributors include: Nadia Anghelescu, Georgine Ayoub, Aziz Azmeh, Monique Bernards, Georges Bohas, Gerhard Böwering, Michael Carter, Everhard Ditters, Geert Jan van Gelder, Hassan Hamzé, Peter Heath, Pierre Larcher, Ibrahim Ben Mrad, Bilal Orfali, Wadād al-Qāḍī, Angelika Neuwirth, Karin Ryding, Yasir Suleiman, Kees Versteegh, and David Wilmsen |
| kirk belnap: Seminal Studies in Linguistics and Translation Amr M. El-Zawawy, 2022-02-21 This collection presents insights into the latest developments in linguistics and translation studies. It addresses many salient issues in both fields with considerable depth and lucidity, allowing fresh views to underpin, and even challenge, existing ideas. The contributors here are all distinguished scholars with extensive experience in the fields. |
| kirk belnap: Al-Arabiyya, Volume 44 and 45 Reem Bassiouney, 2012-11-09 Al- c Arabiyya is the annual journal of the American Association of Teachers of Arabic and serves scholars in the United States and abroad. Al- c Arabiyya includes scholarly articles and reviews that advance the study, research, and teaching of Arabic language, linguistics, literature, and pedagogy. |
| kirk belnap: Mixed Styles in Spoken Arabic in Egypt Gunvor Mejdell, 2017-07-03 This volume deals with the linguistic behaviour of Egyptian academics in a specific setting: the panel presentation - assumed to represent a discourse genre, to which speakers will respond with some kind of similar stylistic norm, reflected in linguistic choices among variants of a feature. The features selected for investigation are: complementizers, demonstratives, negation, relatives, and pronoun suffixation - all of which have binary variants in the two basic codes available to the speaker, the standard variety and the vernacular. The use of the variants is discussed for each speaker and across speakers, demonstrating certain patterns of distribution (order), but also a high degree of variable usage (chaos). The investigation is set in a wider comparative sociolinguistic framework. |
| kirk belnap: Handbook for Arabic Language Teaching Professionals in the 21st Century Kassem Wahba, Zeinab A. Taha, Liz England, 2014-06-03 This landmark volume offers an introduction to the field of teaching Arabic as a foreign or second language. Recent growth in student numbers and the demand for new and more diverse Arabic language programs of instruction have created a need that has outpaced the ability of teacher preparation programs to provide sufficient numbers of well-qualified professional teachers at the level of skill required. Arabic language program administrators anticipate that the increases in enrollment will continue into the next decades. More resources and more varied materials are seriously needed in Arabic teacher education and training. The goal of this Handbook is to address that need. The most significant feature of this volume is its pioneer role in approaching the field of Arabic language teaching from many different perspectives. It offers readers the opportunity to consider the role, status, and content of Arabic language teaching in the world today. The Handbook is intended as a resource to be used in building Arabic language and teacher education programs and in guiding future academic research. Thirty-four chapters authored by leaders in the field are organized around nine themes: *Background of Arabic Language Teaching; *Contexts of Arabic Language Teaching; *Communicative Competence in Arabic; *The Learners; *Assessment; *Technology Applications; *Curriculum Development, Design, and Models; *Arabic Language Program Administration and Management; and *Planning for the Future of Arabic Language Learning and Teaching. The Handbook for Arabic Language Teaching Professionals in the 21st Century will benefit and be welcomed by Arabic language teacher educators and trainers, administrators, graduate students, and scholars around the world. It is intended to create dialogue among scholars and professionals in the field and in related fields--dialogue that will contribute to creating new models for curriculum and course design, materials and assessment tools, and ultimately, better instructional effectiveness for all Arabic learners everywhere, in both Arabic-speaking and non-Arabic speaking countries. |
| kirk belnap: Arabic and contact-induced change Stefano Manfredi , 2019 This volume offers a synthesis of current expertise on contact-induced change in Arabic and its neighbours, with thirty chapters written by many of the leading experts on this topic. Its purpose is to showcase the current state of knowledge regarding the diverse outcomes of contacts between Arabic and other languages, in a format that is both accessible and useful to Arabists, historical linguists, and students of language contact. |
| kirk belnap: Learning context effects Carmen Pérez Vidal, Sonia López-Serrano, Jennifer Ament , Dakota J. Thomas-Wilhelm , 2018 This book deals with the effects of three different learning contexts mainly on adult, but also on adolescent, learners’ language acquisition. The three contexts brought together in the monograph include i) a conventional instructed second language acquisition (ISLA) environment, in which learners receive formal instruction in English as a Foreign Language (EFL); ii) a Study Abroad (SA) context, which learners experience during mobility programmes, when the target language is no longer a foreign but a second language learnt in a naturalistic context; iii) the immersion classroom, also known as an integrated content and language (ICL) setting, in which learners are taught content subjects through the medium of the target language—more often than not English, used as the Lingua Franca (ELF). The volume examines how these contexts change language learners’ linguistic performance, and also non-linguistic, that is, it throws light on how motivation, sense of identity, interculturality, international ethos, and affective factors develop. To our knowledge, no publication exists which places the three contexts on focus in this monograph along a continuum, as suggested in Pérez-Vidal (2011, 2014), with SA as ‘the most naturalistic’ context on one extreme, ISLA on the other, and ICL somewhere in between, while framing them all as international classrooms. Concerning target languages, the nine chapters included in the volume analyze English, and one chapter deals with Spanish, as the target language. As for target countries in SA programmes, data include England, Ireland, France, Germany, and Spain in Europe, but also Canada, China, and Australia. While the main bulk of the chapters deal with tertiary level language learners, a language learning population which has received less attention by research thus far, one chapter deals with adolescent learners. Carmen Pérez-Vidal, Sonia López, Jennifer Ament and Dakota Thomas-Wilhelm all served on the organizing committee for the EUROSLA workshop held at the Universitat Pompeu Fabra, Barcelona, in May 2016. It is from this workshop that this monograph was inspired |
| kirk belnap: A Frequency Dictionary of Arabic Tim Buckwalter, Dilworth Parkinson, 2014-07-16 A Frequency Dictionary of Arabic is an invaluable tool for all learners of Arabic, providing a list of the 5,000 most frequently used words in Modern Standard Arabic (MSA) as well as several of the most widely spoken Arabic dialects. Based on a 30-million-word corpus of Arabic which includes written and spoken material from the entire Arab world, this dictionary provides the user with detailed information for each of the 5,000 entries, including English equivalents, a sample sentence, its English translation, usage statistics, an indication of genre variation, and usage distribution over several major Arabic dialects. Users can access the top 5,000 words either through the main frequency listing or through an alphabetical index arranged by Arabic roots. Throughout the frequency listing there are thematically-organized lists of the top words from a variety of key topics such as sports, weather, clothing, and family terms. An engaging and highly useful resource, A Frequency Dictionary of Arabic will enable students of all levels to get the most out of their study of modern Arabic vocabulary. |
| kirk belnap: Encyclopedia of Linguistics Philipp Strazny, 2013-02-01 Utilizing a historical and international approach, this valuable two-volume resource makes even the more complex linguistic issues understandable for the non-specialized reader. Containing over 500 alphabetically arranged entries and an expansive glossary by a team of international scholars, the Encyclopedia of Linguisticsexplores the varied perspectives, figures, and methodologies that make up the field. |
| kirk belnap: Criteria for Appraising Computer-based Simulations for Teaching Arabic as a Foreign Language Richard Dabrowski, 2005 This was an exploratory study aimed at defining more sharply the pedagogical and practical challenges entailed in designing and creating computer-based game-type simulations for learning Arabic as a foreign language. For those with neither access to study abroad nor classroom instruction, or for those whose classroom instruction emphasizes grammar/translation over communication, the possibility now exists to learn to speak a foreign language in a virtual environment. The basic pedagogical premise of digital game-based learning is that it allows training to occur past the point of mastery to 'overlearning' through the creation of an engaging virtual environment where the learner doesn't tire of the instruction. Kaplan, Sabol, Wisher, & Seidel (1998) suggest that for beginners, speaking a foreign language can be stressful; as stress diminishes the performance of all skills, overlearning is essential for effective use of their limited knowledge. Effective use of the language would foster confidence in the students of themselves as language learners that would ease their subsequent study of more difficult aspects of the language. The latest advances in computer technology have made computer-based language instruction both an ever more authentic approximation of a study abroad experience and something which potentially can be widely and conveniently distributed.--Abstract from DTIC web site. |
| kirk belnap: Islamic Schooling in the West Mohamad Abdalla, Dylan Chown, Muhammad Abdullah, 2018-05-30 This book presents the views of leading scholars, academics, and educators on the renewal of Islamic schools in the Western context. The book argues that as Islamic schools in Western contexts have negotiated the establishment phase they must next embrace a period of renewal. Renewal relates to a purposeful synthesis of the tradition with contemporary educational practice and greater emphasis on empirical research substantiating best practices in Islamic schools. This renewal must reflect teaching and learning practices consistent with an Islamic worldview and pedagogy. It should also inform, among other aspects, classroom management models, and relevant and contextual Islamic and Arabic studies. This book acquaints the reader with contemporary challenges and opportunities in Islamic schools in the Western context with a focus on Australia. |
| kirk belnap: Japanese as Foreign Language in the Age of Globalization Heinrich, Patrick, Sugita, Yuko, 2008-09-09 In our globalizing world of today, the significance, status and demand of languages are experiencing changes which are unmatched in human history. These changes also relate to the languages of Japan as well as to the way that they are being taught and studied. In this book 14 authors from four continents present their research results on Japanese as foreign language (JFL) in the age of globalization. The participation of these authors reflects the fact that research into JFL has itself become global. Since JFL in the age of globalization is a field too extensive to be comprehensively covered by a single book, we restricted ourselves to three topics which we believe are central in discussing this issue. New kinds of language learners and new teaching paradigmsNative – non-native speaker interaction or contact situations in a more general senseNew insights into cognitive processes in language learning |
| kirk belnap: Perspectives on Arabic Linguistics VI Mushira Eid, Vicente Cantarino, Keith Walters, 1994-01-01 This volume divides into 3 sections: I. Arabic in Contact: the Hispano-Arabic Connection; II. Arabic in Contact: Other Connections; III. Phonological Perspectives. |
| kirk belnap: The Routledge Handbook of Study Abroad Research and Practice Cristina Sanz, Alfonso Morales-Front, 2018-06-22 The Routledge Handbook of Study Abroad Research and Practice is an authoritative overview of study abroad and immersive context research specifically situated within applied linguistics and Second Language Acquisition (SLA) for graduate students and researchers in these fields. Featuring contributions from established scholars from around the world, this volume provides in-depth coverage of the theoretical approaches and methodologies used in study abroad and applied linguistics research, and examines their practical implications on program implementation. The Handbook is organized around core areas of research and practice: language development and personal growth; study abroad settings; individual differences of learners; and applications concerning the preparation of students, teachers, and administrators for study abroad, the role of study abroad in foreign language curricula, and future directions. This handbook is the ideal resource for graduate students, researchers, and administrators interested in learning more about linguistic and personal development during study abroad. |
| kirk belnap: Arabiyyat al-Naas (Part One) Munther Younes, Makda G. Weatherspoon, Maha Saliba Foster, 2017-07-14 ‘Arabiyyat al-Naas (Part One) offers a groundbreaking introduction to Arabic as it is written and spoken by native speakers. It combines a progressive and rigorous grounding in Modern Standard Arabic (MSA) – the form employed for reading, writing and formal speaking – with an innovative integration of the spoken Levantine variety used in everyday situations in Syria, Lebanon, Jordan and Palestine. Introducing the two simultaneously ‘Arabiyyat al Naas (Part One) uses each in its proper context: Levantine for conversations and MSA for reading and writing activities. In this way, the course efficiently prepares students for the practical realities of learning and living Arabic today. Features include: 21 theme-based units covering all the core topics expected in a first-year Arabic course, such as countries, clothes, colors, family and professions a broad range of stimulating activities and exercises fostering active engagement with the course and the development of comprehension and communication skills comprehensively covers the 5 Cs: communication, culture, connections, comparisons and communities free downloadable resources filmed on location in Jordan, presenting over 40 videos and incorporating a wide variety of entertaining and realistic scenarios a free companion website (www.routledge.com/cw/younes) offering a wealth of additional instructor and student resources, including a teacher’s guide, an introduction to the letters and sounds of Arabic (with audiovisual aid and writing demonstrations), audio recordings of songs and listening passages, video clips, sample tests, an answer key and language games clear explanations of grammatical structures and concepts as they occur in the reading and listening materials to encourage progressive learning and active interaction with the text a user-friendly and vibrant full colour text design, richly illustrated throughout with over 200 illustrations and photographs songs with simple lyrics tied to the themes of the course to help advance vocabulary acquisition and understanding of basic grammatical structures. Written by a dynamic author team and tested over a number of years at Cornell University, ‘Arabiyyat al-Naas (Part One) will be an essential resource for students beginning to learn Arabic. While primarily designed for classroom use, the accessibility of the course and website also renders it highly suitable for independent study. The materials are designed to bring students from the novice low level to the intermediate low level on the ACTFL scale (American Council on the Teaching of Foreign Languages), and from A1 to A2/B1 on the CEFR scale (Common European Framework Reference). This volume is the first in an exciting three-part series of Arabic textbooks which together provide a complete three-year undergraduate language program. |
| kirk belnap: Al-Arabiyya Reem Bassiouney, 2013-10-10 Al-Arabiyya is the annual journal of the American Association of Teachers of Arabic and serves scholars in the United States and abroad. Al-Arabiyya includes scholarly articles and reviews that advance the study, research, and teaching of Arabic language, linguistics, literature, and pedagogy. |
| kirk belnap: Handbook of Undergraduate Second Language Education Judith W. Rosenthal, 2013-06-17 This volume offers the most comprehensive, up-to-date description of the wide array of second language programs currently available to undergraduate students in the United States and abroad. It brings together, for the first time, detailed descriptions of programs in foreign language, English as a second language (ESL), dual language (bilingual), American Sign Language, Native American, and heritage languages. Addressing both theory and practice, the volume presents the historical development, current practices, and future directions of each type of program, along with detailed case studies. For second language teachers, academic administrators, and teacher educators, this Handbook provides information that will be useful in making instructional and programmatic planning decisions. |
| kirk belnap: The Integrated Approach to Arabic Instruction Munther Younes, 2014-10-10 Leading teacher of Arabic, Munther Younes, explores the realities of teaching Arabic as a foreign language (AFL) and outlines his groundbreaking approach to instruction, tried and tested over many years at Cornell University. The Integrated Approach to Arabic Instruction introduces teachers to the features of an integrated Arabic program—one that simultaneously teaches the two varieties of the language, Modern Standard Written Arabic, fuṣḥā, and the dialect, āmmiyya, in a way that reflects the authentic practice of native Arabic speakers. This pedagogy, Younes argues, is the most logical, effective and economical method of instruction as it prepares students fully for the realities of the Arabic diglossic situation. Younes takes teachers through the following ground: Consideration of the current Arabic sociolinguistic situation and key debates in the field Outline of changing student goals and the needs of the modern AFL learner Overview of the Integrated Approach covering its rationale, features, implementation methods and usage of instructional materials in the classroom Response to objections to the Integrated Approach, outlining its advantages over alternative practices and clarifying crucial issues in practice The Integrated Approach to Arabic Instruction addresses a pressing issue deeply relevant to the world of Arabic language instruction, placed in the practical context of shifting attitudes among students and educators. It will be an essential resource for all teachers of Arabic as a Foreign Language. |
| kirk belnap: Handbook for Arabic Language Teaching Professionals in the 21st Century, Volume II Kassem M. Wahba, Liz England, Zeinab A. Taha, 2017-07-06 Drawing on the collective expertise of language scholars and educators in a variety of subdisciplines, the Handbook for Arabic Language Teaching Professionals in the 21st Century, Volume II, provides a comprehensive treatment of teaching and research in Arabic as a second and foreign language worldwide. Keeping a balance among theory, research and practice, the content is organized around 12 themes: Trends and Recent Issues in Teaching and Learning Arabic Social, Political and Educational Contexts of Arabic Language Teaching and Learning Identifying Core Issues in Practice Language Variation, Communicative Competence and Using Frames in Arabic Language Teaching and Learning Arabic Programs: Goals, Design and Curriculum Teaching and Learning Approaches: Content-Based Instruction and Curriculum Arabic Teaching and Learning: Classroom Language Materials and Language Corpora Assessment, Testing and Evaluation Methodology of Teaching Arabic: Skills and Components Teacher Education and Professional Development Technology-Mediated Teaching and Learning Future Directions The field faces new challenges since the publication of Volume I, including increasing and diverse demands, motives and needs for learning Arabic across various contexts of use; a need for accountability and academic research given the growing recognition of the complexity and diverse contexts of teaching Arabic; and an increasing shortage of and need for quality of instruction. Volume II addresses these challenges. It is designed to generate a dialogue—continued from Volume I—among professionals in the field leading to improved practice, and to facilitate interactions, not only among individuals but also among educational institutions within a single country and across different countries. |
| kirk belnap: The Creation of Israeli Arabic Y. Mendel, 2015-12-04 This book sheds light on the ways in which the on-going Israeli-Arab conflict has shaped Arabic language instruction. Due to its interdisciplinary nature it will be of great interest to academics and researchers in security and middle eastern studies as well as those focused on language and linguistics. |
| kirk belnap: The Oxford Handbook of Arabic Linguistics Jonathan Owens, 2013-10-03 Until about 60 years ago, linguistic research on the Arabic language in the West was restricted to inquiries on Classical Arabic and the Classical tradition, and spoken Arabic dialects, with historical studies embedded within the broader field of Semitic languages. This situation is changing quickly, not only through the continuation of older research traditions, but also with the integration of new research fields and perspectives. With this expansion comes the danger of specialists in Arabic losing an overview of the field, and of leaving non-specialists without basic resources for evaluating domains of research which they may be interested in for comparative purposes. The Oxford Handbook of Arabic Linguistics will confront this problem by combining state-of-the-art overviews with essays on issues of perspective, controversy, and point of view. In twenty-four chapters, leading experts from around the world will lay out their own stances on controversial issues. The book not only evaluates ways in which questions and theories established in general linguistics and its sub-fields elucidate Arabic, but also challenges approaches which might result in accommodating Arabic to non-Arabic interpretations, and brings out the Arabic specificity of individual problems. The Handbook, in one compact volume, gives critical expression to a language which covers large populations and geographical areas, has a long written tradition, and has been the locus of major intellectual fervor and debate. |
| kirk belnap: Linguistics in an Age of Globalization Sanaa A. M. Makhlouf, 2008 This book is the third of a series of collected volumes on language and linguistics published by the AUC Press. The chapters this time are based on papers delivered at the second International AUC-Oxford University Conference on Language and Linguistics, held in 2006 at the American University in Cairo. The contributions reflect global concerns related to both the Arabic and the English languages and to linguistics in general and are the work of world-renowned scholars, whose concerns address diverse but related topics in language and information dissemination. The resulting collection presented here boasts a wide range of scholarship from the Arabic-speaking world as well as the United States, Canada, and western and eastern Europe. Twelve chapters grouped in four sections cover a wide variety of topics--phonetics, syntax, variation, computational linguistics, and globalization and its effects on linguistic discourse and language teaching--and reflect the latest research in the various fields, together giving a global perspective on Arabic linguistics. Contributors: Kirk Belnap, Robert Berman, Samira ElAtia, Mervat Mohamed Ahmed Fashal, Konrad Gunesch, Jacob Høigilt, Zeinab Ibrahim, Gunvor Mejdell, Mark Van Mol, Mustafa Mughazy, Dilworth Parkinson, Irena Vassileva, Diana Yankova. |
| kirk belnap: Perspectives on Teaching Language and Content Stacey Katz Bourns, Cheryl Krueger, Nicole Mills, 2020-06-23 An overview of current issues and developments in foreign language education, designed for instructors of language, literature, and culture at any stage of their careers A contemporary guide to language teaching, this book presents the latest developments and issues in the field of applied linguistics. Written by scholars with expertise in theoretical linguistics, literary and cultural studies, and education, the book encourages readers to examine their beliefs about language teaching and to compare these perspectives with the tenets of current research-supported frameworks and approaches. It also leads instructors to make vital connections between theory and practice while linking language and content pedagogy so that they may develop innovative lesson plans, classroom activities, and course materials that align with the specific contexts in which they teach. Serving as a textbook for teaching methods courses, as well as a reference for instructors with varying levels of experience and diverse specializations, the book is applicable to all levels of instruction and provides guidelines and models that prepare instructors to teach in a rapidly evolving field. |
| kirk belnap: Arabic Literature for the Classroom Mushin al-Musawi, 2017-04-21 This book presents theoretical and methodical cultural concerns in teaching literatures from non-American cultures along with issues of cross-cultural communication, cultural competency and translation. Covering topics such as the 1001 Nights, Maqamat, Arabic poetry, women’s writing, classical poetics, issues of gender, race, and class, North African concerns, language acquisition through literature, Arab-spring writing, women’s correspondence, issues connected with the so called nahdah (revival) movement in the 19th century and many others, the book provides perspectives and topics that serve in both the planning of new courses and accommodation to already existing programs. |
| kirk belnap: The Languages of Israel Bernard Spolsky, Elana Goldberg Shohamy, 1999 The practice and ideology of the treatment of the languages of Israel are examined in this book. It asks about the extent to which the present linguistic pattern may be attribited to explicit language planning activities. |
| kirk belnap: Perspectives on Arabic Linguistics Ellen Broselow, Mushira Eid, John McCarthy, 1992-02-27 This volume includes papers on the study of Arabic dialects and their implications for general linguistics (Section I), as well of papers of a more general nature (Sections II and III). Because the Arabic dialects are similar in many ways, a study of their differences can help isolate precisely the range of permissible interlinguistic variation (i.e. the “parameters” of universal grammar). A number of papers in Section I focus on the contribution of dialect studies to a theory of crossdialectal and crosslinguistic variation; others focus on individual dialects, thus providing data and analyses that can further contribute to our understanding of this type of variation. The papers in Sections II and III of the volume are selected from the general session of the symposium and address sociolinguistic and historical aspects of Arabic, respectively. |
| kirk belnap: Second Language Study Abroad John L. Plews, Kim Misfeldt, 2018-05-23 This edited volume explores studying second languages abroad by critically and constructively reviewing established programming, providing theoretical and research-informed support for pedagogical and curriculum interventions, and analysing participant experiences. Over 12 chapters the contributors examine key issues including teaching approaches, learning activities, and relationships in the target language and culture. This book is most distinct in its attempt to promote diversity in approaches and experiences while drawing the common thread of learner- and learning-centredness through each chapter. The contributing authors represent a wide range of academies and discuss study abroad programs and participants in diverse cultural and geographic regions. The book’s international scope will acquaint educators and researchers with a broad variety of practices, stimulate comparison across contexts, and promote innovation. |
| kirk belnap: The Bilingual Mental Lexicon Longxing Wei, 2019-11-13 This book proposes the Bilingual Lemma Activation Model as a method for exploring the nature and activity of the bilingual mental lexicon in both speech production and language acquisition. This model claims that the bilingual’s two languages are not equally activated in code-switching; one playing a crucial role in grammatical frame building, and the other being activated at a lexical level due to psycholinguistic reasons. To test this model, the book analyzes bilingual speech data from naturally occurring intrasentential code-switching instances involving various language pairs. A second claim of this model is that code-switching naturally occurs because certain lemmas underlying some particular lexical items stored in the bilingual mental lexicon are language-specific, and such lemmas are in contact in bilingual speech. To further test this model, second language acquisition data are analyzed here to describe and explain sources of language transfer at the level of abstract lexical structure. Thus, from some psycholinguistic perspectives, this model views bilingual speech involving code-switching and interlanguage performance data as predictable outcomes of bilingual systems in contact. This book will appeal to graduate students and researchers in both theoretical and applied linguistics. |
| kirk belnap: Arabiyyat al-Naas (Part Two) Munther Younes, Hanada Al-Masri, 2015-01-30 Arabiyyat al Naas (Part Two): An Intermediate Course in Arabic offers a vibrant course in Arabic as it is written and spoken today by educated native speakers. Not only does it continue the innovative integration of Modern Standard Arabic (MSA) and Levantine Arabic used in Part One of the series, but it does so in a way that supports and develops students’ increased mastery of the language. Combining a greater focus on cultural topics with an increased coverage of MSA, Part Two introduces more sophisticated communication, giving students a deeper awareness of the cultural base of the Arabic language. Features include: Twenty-one theme-based units covering a wide range of relevant and engaging topics, including education and learning, jobs and professions, the Arab woman, religion, money and the economy, politics and government and the environment Thorough coverage of listening, speaking, writing and reading skills in every unit, with lessons structured to provide students with variety, stimulation and further opportunities for practice Humorous, realistic dialogues reflecting everyday educated speech among Arabs to build up strong and practical communication skills A rich variety of reading passages, including poems, short stories, newspaper articles, descriptions of Arab cities and biographies of famous figures, designed to improve comprehension and analytical skills and to deepen students’ knowledge of Arab history, culture, language, and literature An extensive range of appealing exercises and activities, including crossword puzzles, root-and-pattern identification exercises, passage completions, guided and free compositions, and songs Free accompanying downloadable resources that include audio recordings of the listening materials in the 21 units and a number of songs tied to their themes Free companion website (www.routledge.com/cw/younes) featuring the texts of the listening passages, the audio recordings, a track list of all the audio materials, the answer keys to the crossword puzzles, sample tests and language games. Developed by an experienced and dynamic author team and tested over a number of years at Cornell University, Arabiyyat al Naas (Part Two) will be an essential resource for intermediate-level students of Arabic. While primarily designed for classroom use, the accessibility of the course also renders it highly suitable for independent study. This volume is the second in a pioneering three-part series of Arabic textbooks which together provide a complete three-year undergraduate language program. |
| kirk belnap: Language Contact. Volume 1 Jeroen Darquennes, Joseph C. Salmons, Wim Vandenbussche, 2019-08-19 Language Contact. An International Handbook offers a comprehensive overview of current topics in research on language contact. Broadly conceived, it stands out for its international approach to language contact, complementing the theoretical state-of-the-art with examples from traditionally eclipsed areas and languages. Next to a thorough introductory overview of the ground-breaking methodological and theoretical approaches that shaped the discipline, ample attention goes to the new and innovative insights on language contact in the 21st century. Combining concise introductory contributions with in-depth treatment of the most relevant case studies in the field, the handbook speaks to both junior and established scholars. |
| kirk belnap: Al-'Arabiyya Mohammad T. Alhawary, 2016-12-01 Al-'Arabiyya is the annual journal of the American Association of Teachers of Arabic and serves scholars in the United States and abroad. Al-'Arabiyya includes scholarly articles and reviews that advance the study, research, and teaching of Arabic language, linguistics, literature, and pedagogy. |
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Robert Webb started his service as the Superintendent of Kirksville R-III in 2019. He was a teacher (PE, Spanish, and Social Studies), principal (all levels), special education director, and …
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Home | Kirksville R-III School District
Robert Webb started his service as the Superintendent of Kirksville R-III in 2019. He was a teacher (PE, Spanish, and Social Studies), principal (all levels), special education director, and …
Registration - Kirksville R-III School District
Kirksville R-III School District. Breakfast-Lunch Menus Campus Building Projects Inclement Weather Snow Routes AMI Plans. Search Site
