Perceptions of Developing Cultural Awareness of First-level High School Arabic Language Learners

Häftad, Engelska, 2013

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Beskrivning

This book analyzes how Arabic teachers develop the cultural awareness of their high school students. Featuring face-to-face conversations with educators about integrating Arabic culture into the language classroom, this study highlights the complexities that characterize Arabic cultural awareness in a post-9/11 world. This book proves that increasing cultural awareness in the classroom facilitates the Arab language learning process.

Produktinformation

Utgivningsdatum:2013-12-06
Mått:154 x 230 x 10 mm
Vikt:172 g
Format:Häftad
Språk:Engelska
Antal sidor:108
Förlag:University Press of America
ISBN:9780761862475

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Mer om författaren

Nabila Barada-Hammami is a high school Arabic teacher, a world language chair in Dearborn Public Schools, and an Arabic language instructor at Henry Ford Community College. She has served as a world language curriculum review committee member in Dearborn Public Schools since 1997. In 2012, she received the Dora Johnson Award in recognition of excellence in teaching Arabic as a world language.Ashraf Esmail is an Assistant Professor of Social Sciences at Dillard University. His research interests include urban, multicultural, and peace education, family, cultural diversity, political sociology, criminology, social problems, and deviance. He is the senior editor of the Journal of Education and Social Justice.

Recensioner i media

“Never before has the need to properly transmit Arabic language and culture to new generations of students been so critical, especially in a global, post 9-11 and diverse American society. Hammami and Esmail’s research clearly demonstrates that a holistic approach is required if we are to meet this critical need. Both Arabic and non-Arabic students will benefit if educators follow their study’s recommendations.”

Innehållsförteckning

TablesFiguresPrefaceForewordChapter One—Introduction to the StudyChapter Two—Literature ReviewChapter Three—MethodologyChapter Four—ResultsChapter Five—Discussion and RecommendationsReferencesIndex