Vision+for+Arabic

At the culmination of this project students will be learning Arabic according to research based best practices in language acquisition. The Language A program for native speakers will reflect the curriculum, instruction, and assessment practices of the English Language Arts program. The instructional program will be literature-based, and will include extensive reading and writing. Skills will be taught and assessed in the context of literature and authentic writing and communication. The Language B program for non-native speakers will follow curriculum, instruction, and assessment best practices for second language learners. The student text will support student learning through communication, and will feature quality Arabic text, illustrations and activities.
 * Project Outcome **

The program will be compatible with both IB and American International curricula.

Language A
The vision of the ISS Arabic language for native speakers (L1) curriculum is to equip the students in Grades P-K-8 with language skills, tools and content depth that enable them to think, research, discuss and create using correct and advanced to superior level Arabic language (Modern Standard Arabic). The ISS Arabic for native speakers curriculum seeks to immerse the students in Arabic language using a literature-based approach that prepares students to engage in high level debates, discussions and language tasks involving historical, social, cultural, political and economic jargon and be able to eloquently represent the Arab view on all those topics. Develop a program for native speakers that utilizes to the greatest extent possible, best practices in curriculum design, instruction, assessment, grading and reporting that characterize the English language arts program. The end product will be a web-based instructional guide and a range of published materials. The guide will include: · Program philosophy · Curriculum standards · Standards based curriculum framework · Guide to instructional strategies required to successfully teach the program · Literature based program: texts sourced from existing publications · Resources to support the instructional program · Assessment strategies and procedures
 * Goals and Objectives **
 * 1) Develop Arabic standards for native speakers to align with the desired instructional program.
 * 2) Design a curriculum that is based on standards and benchmarks.
 * 3) Provide a long and detailed list of must read resources that will be the backbone of the program and that needs to be read, analyzed and synthesized as part of a literature-based curriculum.
 * 4) Write a core sample of exercises and language tasks that are expected to be done with each standard.

The curriculum framework will reflect the same pedagogical approach and curriculum components as the English language arts program, with the understanding that they will be addressed to the extent that it is possible within the given time constraints.

Language B

The vision of the ISS Arabic language for non-native speakers (L2) curriculum is to equip the students with language skills and tools that enable them to function and be able to communicate with Arabic speakers and to promote mutual understanding of and respect for the Arab culture. The ISS Arabic for non-native speakers’ curriculum seeks to engage our diverse community of students, parents, faculty and staff in learning and understanding the notions and concepts of the Arabic language and culture following a communicative approach.  1. Develop a PreK-8 Arabic program for non-native speakers that utilizes to the greatest extent possible, the best practices in second language acquisition, and which is aligned with the RVIS and KAUST Schools program philosophies and procedures. The curriculum will be based on internationally approved standards and benchmarks. Those materials will include: · Scenarios and dialogues from Arab daily life · Children’s Arabic Music and art · Cultural notes ·  Basic grammar and etymology 4. Develop a supporting text to reinforce the instructional program, featuring quality Arabic text, illustrations and activities.
 * Goals and Objectives **
 * 1) Provide a list of resources that can be used with those standards.
 * 1) Develop a core of materials specially designed for the ISS schools and covering the beginner and intermediate stages of Arabic as a foreign language.

Philosophy
Human language is a natural phenomenon, and language learning is instinctive in childhood. The learning process simultaneously involves:


 * **learning language** - as students listen to and use language in their everyday loves
 * **learning about language** - as students try to understand how language works)
 * **learning through language** - as students use language as a tool to think about or reflect on a theme, concept, or issue

These three aspects, operating together in a relevant context, provide the most supportive learning environment for language learners. Literature plays a special role in enabling this to happen effectively.

Development of mother-tongue language is crucial for cognitive development and in maintaining cultural identity. It also has the potential to increase intercultural awareness ad understanding, and enables students to remain in touch with and maintain esteem for the language, literature, and culture of their home country. It is a strong predictor of students' long-term academic achievement, including the acquisition of other languages.

Additional language acquisition leads to greater intercultural awareness and understanding, empathy for the culture of the host country, and open mindedness to others.

Arabic (Hanada ...need an MSA rationale statement here.)

Guiding Principles and Practices

 * Arabic will be used as a medium of inquiry
 * Arabic will be taught through context, with new information being related to existing knowledge
 * We recognize that students have varying language backgrounds and will progress at a different pace
 * Different learning styles with be accommodated through differentiated instruction according to individual needs
 * Curriculum development and instruction will be informed by current research based practices about language acquisition
 * Assessment strategies will support student learning

**K-8 Program**
The development team has been charged with creating an Arabic program for Grades PK - Grade 8.

The program willstructured to accommodate the student body comprised of approximately 50% Arabic nationals and 50% from other international backgrounds. All students will have an Arabic class most days or daily. They will receive Arabic instruction according to their Arabic language backgrounds.

**L1 - Mother Tongue Speakers of Arabic**
 * L1 A – Mother tongue speakers of Arabic. Close to grade level in reading, writing, speaking and listening.

L1 B – Arabic heritage speakers. May speak colloquial Arabic better than MSA. May not read or write Arabic. ||  The program aims to be a genres based balanced literacy program using authentic texts. Foundation units will be created by the development team. The units will be piloted and further developed by teachers, and feedback given to the team who will make refinements. Where applicable, units can be integrated within the units of inquiry. This development process will continue over a three year period.

The finished program will be a web-based archive of units, assessments, and instructional strategies. ||

**L2 - Arabic Language Learners**


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 10pt; msoasciithemefont: minor-latinmso-hansi-theme-font;">L2 A – Arabic language learner. Has studied the language for at least one year.

<span style="font-family: 'Comic Sans MS',cursive;">L2 B – Beginning Arabic language learners. || <span style="color: #008000; font-family: 'Comic Sans MS',cursive; font-size: 90%;">Balanced literacy program centered around thematic units, and where applicable, integrated with the units of inquiry. Foundation units will be created by the development team. The units will be piloted and further developed by teachers, and feedback given to the team who will make refinements. Where applicable, units can be integrated within the units of inquiry. This development process will continue over a three year period.

The finished program will be an Arabic language textbook series. || none //Optional:// comment for page history

#|Looking for tags? Tagging pages is now done in a new place. Once you have saved your changes, click on the "Page" tab and select "Details and Tags".
 * #|Cancel ||