Teaching Arabic as a FL in Gaza: A seed for mutual cultural understanding

The Islamic University of Gaza

Case Study 5: Teaching Arabic as a FL in GazaA seed for mutual cultural understanding

Dr. Nazmi Al-Masri


May 26-28, 2014 – Glasgow - UK


Greetings to all from besieged Gaza

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Sorry & apology

Gaza border crossings are closed until unknown period

for not being able to participate in person in this symposium

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Wishing you a very pleasant, successful & fruitful Symposium

•

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Special thanks � To Prof Alison Phipps, Project Coordinator

� To all my colleagues participating in the project

� To Lauren Roberts, Lauren Roberts

� Pleasure & honour to work with distinguished professors & professionals

� specialised in different disciplines,

� working for different universities

�coming from different countries & cultures

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Outline1.Context: Facts and Figures: Gaza Strip

2.Why Arabic?

3.Why learn in Gaza?

4.Rationale behind initiating a center for TAFL

5. Challenges faced in Gaza

6.Challenges to be overcome

7.Case Study 5: A suggested plan

8.Conclusions6

Context: Facts & figures - Gaza Strip • Population Density: one of the most densely

populated areas around the world, with of over 4,500 people per km2

• Total area: 365 km2 (45km long, 6-12km wide)

• Population: approx. 1.9 million

• Registered Refugees: 70%

• Number of refugee camps: 8

• Unemployment: 35-40%

• Youth unemployment rate: 57.2 %

• poverty rate: 38%

Source: The Palestinian Central Bureau of Statistics (12/02/2014)

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Why learn Arabic?

� One of 6 official languages used by UN

� Official language of 22 member states of UNESCO

� Used by more than 422 million speakers in the Arab world

� Used by more than 1.5 billion Muslims

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Why learn Arabic?

� Arabic provides better insights into Arabs' rich cultural heritage: unique art, literature & cuisine

� Knowing Arabic can promote deeper intercultural understanding between individuals, institutions & peoples

� Knowing Arabic fosters deeper academic, religious & business relations

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Why learn in Gaza?Why learn in Gaza?Why learn in Gaza?Why learn in Gaza?

• Palestinian urban dialects resemble northern Levantine Arabic dialects, that is, the colloquial variants of Jordan, Syria and Lebanon. Palestinians in Gaza speak Arabic dialect that is close to standard Arabic.

• Gaza people are kind, sociable and hospitable to foreigners.

• Palestinian urban dialects resemble northern Levantine Arabic dialects; the colloquial variants of Jordan, Syria and Lebanon.

• Gaza people are kind, sociable and hospitable to foreigners.

• Gaza weather is mild in both summer and winter.

• Gaza is located on the Mediterranean Sea, near the crossroads of Africa, Asia, and Europe. Gaza is bordering Egypt and less than 100km away from Jerusalem.

• Being under military occupation & siege for years, Gaza has many international supporters for ethical & humanistic reasons

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Rationale behind initiating a Center for Teaching Arabic as a Foreign Rationale behind initiating a Center for Teaching Arabic as a Foreign Rationale behind initiating a Center for Teaching Arabic as a Foreign Rationale behind initiating a Center for Teaching Arabic as a Foreign Language (TAFL)Language (TAFL)Language (TAFL)Language (TAFL)

National factors • Political factors: to interact with international community & break the

Israeli-imposed siege & isolation on Gaza

• Economic factors: to employ some qualified teachers & hence participate in reducing unemployment & poverty through creating new job opportunities

• Social factors: foreign wives married to Palestinians & foreigners working for international institutions located in Gaza

• Cultural factors: as language & culture are interrelated, learning Arabic as a FL can boost cultural mutual understanding & collaboration

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International factors

Casing rapidly increasing demand on learning Arabic:

1. The September 11th attacks on New York City: The study of Arabic at U.S.colleges increased 126.5% between 2002 and 2006,according to the ModernLanguage Association.

2. The recent & current political changes happening in the Middle East

3. Impact of technology and web-based programs and tools

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Regional & professional factors

1. The Academic visits of the presenter to different countries including Turkey, Malaysia, UK, Spain & South Africa

2. Professional & personal drive of the presenter to translate some ofhis expertise in the advanced pedagogy of teaching English topoor pedagogy of teaching Arabic.

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Challenges Challenges Challenges Challenges

related to the key components of teaching any foreign language

1.Complete absence of teachers with the basic capabilities required for teaching Arabic for international learners

2.Complete absence methods that can enable international learners to learn Arabic as a foreign language

3.Absence of learners intending to come from multi linguistic & cultural backgrounds

4.Lack of effective learning and teaching materials

The only components available are

•the clear vision and the strong determination of the presenter

•the encouragement of IUG president and other senior administrators

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Steps taken to overcome ChallengesSteps taken to overcome ChallengesSteps taken to overcome ChallengesSteps taken to overcome Challenges

1.Learning visit (Jan 2013) to several Jordanian universities offering Arabic courses for foreigners

2.Initial teacher training (Jan 2013 – May 2013) to pre-selected 27 Arabic & English language teachers in collaboration & coordination with two Arab partners:

– The Saudi- Based institution Arabic for All (Riyadh)

– The Egyptian-based The National Council for Women (Sinai – Arish)

3.Visiting many websites of well-reputed Arabic & English language centres to learn more about the pedagogy of teaching Arabic & the regulations they use.

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Steps taken to overcome ChallengesSteps taken to overcome ChallengesSteps taken to overcome ChallengesSteps taken to overcome Challenges

4. Collecting print & soft copy resources for teachers & learners

5. Shifting emphasis from on campus teaching to developing online courses due to the impossibility of foreigners coming to Gaza during the last year

6. Current coordination with Arabic for All to prepare & offer joint online courses

7. This week, I received an Erasmus Mundus staff mobility scholarship to spend one month at Almeria University, Spain, to exchange professional knowledge, skills and expertise in the field of learning and teaching foreign languages (Spanish, English and Arabic).

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Case Study Case Study Case Study Case Study 5 5 5 5 and IUG Center for TAFL: A suggested planand IUG Center for TAFL: A suggested planand IUG Center for TAFL: A suggested planand IUG Center for TAFL: A suggested plan

To achieve this objective of Case Study 5:

to equip researchers and practitioners of Arabic as a foreign language in Gaza to access and work with international researchers in intercultural language education, with a view to ensuring the provision of a high quality, academically rigorous programme of Arabic, delivered for online tutors in the Gaza strip and with account taken of technological innovations and restrictions.

regular exchange site visits & meetings between the Principal Investigator, Prof Alisopn Phips, the research Assistant Dr Mariam Attia & the International Partner Al Masri are necessary to

� develop first hand understanding of the real context of teaching Arabic in Gaza

� offer professional research assistance on the ground: training program, preparing online teaching materials, policies and regulations & technical skills

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Case Study Case Study Case Study Case Study 5 5 5 5 and IUG Center for TAFL: A suggested planand IUG Center for TAFL: A suggested planand IUG Center for TAFL: A suggested planand IUG Center for TAFL: A suggested plan

� conduct interviews with administrators, potential teachers, IT experts & stakeholders

� co-prepare & co-participate in conducting on campus and online teacher training sessions

� co-prepare & co-participate in delivering a pilot teaching Arabic course in Glasgow and possibly in other partner universities (e.g. Arizona – USA)

� co-prepare & co-participate in delivering a pilot online teaching Arabic course to interested professional at the partner universities participating in our project

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Plan B

�If these visits and interviews cannot be

conducted, we can do what I am doing

now: using Skype.

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Conclusions Conclusions Conclusions Conclusions This case is not only about enhancing the pedagogical skills of teaching Arabic as a foreign language in Gaza but also about

� Teaching Arabic as a seed for mutual cultural understanding & collaboration among project participants & among peoples

� Demonstrating how foreign language education and research can be a tool for overcoming poverty, siege and cultural misunderstanding

� Promoting using technology in teaching foreign languages with more focus on Arabic

� Showing exemplary collaboration between professionals from three continents: Europe, America and Asia

� Translating the way English is taught into how Arabic should be taught

These conclusions would make this case really very interesting & insightful to all concerned with teaching and learning Arabic.

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Teaching Arabic as a FL in Gaza: A seed for mutual cultural understanding

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