Teaching English To Arabic Speakers

Co-published with The International Research Foundation for English Language Education (TIRF) An important contribution to the emerging body of research-based knowledge about teaching English to native speakers of Arabic, this volume presents empirical studies carried out in Egypt, Lebanon, Oman, Palestine, Saudi Arabia, and the United Arab Emirates (UAE)—a region which has gained notable attention in the past few decades. Each chapter addresses an issue of current concern, and each includes implications for policy, practice, and future research. Nine chapter authors are Sheikh Nahayan Fellows—recipients of doctoral fellowships from The International Research Foundation for English Language Education (TIRF). This volume is the first in the Global Research on Teaching and Learning English Series, co-published by Routledge and TIRF.

This is a revolutionary approach by an experienced, innovative teacher. There are no canned ideas copied from internet websites here. Everything is this guide, all the techniques, strategies, teaching tips, and practice exercises, evolved from decades of experience teaching Arabic speaking students of English. They are a result of years of trial and error, collegial conversation (and debate), and extensive research. This guide outlines the interference points between Arabic and English. Some of them are vowel and consonant sounds, and others are related to syllable stress, word stress, and intonation. There is a big difference in the function of vowels in our two languages and the role they play in defining words, stress patterns, rhythm and tone. Once you understand how American English and Arabic sound systems compare, you'll know where the two converge, and diverge. It's the areas of divergence that need attention, and that is what is covered in this guide.TOPICS INCLUDED: Comparing Arabic and English vowel and consonant systemsStrategies for teaching English vowels and consonantsComparing the structure of Arabic and English wordsSoundprints! How to teach the internal rhythm of English wordsComparing stress and rhythm in Arabic and EnglishTeaching to the Brain; Teaching to the BodyArabic and English Intonation PatternsResources and MaterialsIf you've been surfing the net, and seeing the same things over and over, but not getting any further along in your teaching success with Arabic students of English, then it's time for a new perspective. If you are thinking of becoming an accent coach, you absolutely should read this guide and learn these techniques. ABOUT THE AUTHOR: Peggy Tharpe teaches English and specializes in pronunciation and prosody--the sounds, stress, rhythm and tones of English speech. In this guide, she shares what she knows about the sound systems of English and Arabic, and the instruction and study methods that work best for adults and young adults. This guide covers not just what to work on, but why it's a persistent problem for your students, and how to help them become more intelligible, more comprehensible, and, at the higher levels, more fluid and fluent. Get this guide and find out how to help your Arabic students reach their goals of communicating more easily and fluency in Englis

The book explores young Arabic-speaking children's English language learning. Through classroom-based research and learner work samples, the book analyses the interplay between cultural norms and the critical role that teachers play in orchestrating classroom discourse through skillful use of available instructional materials, questioning strategies and feedback to learners. The author shows the potential of instructional materials to influence young learners' vocabulary, reading comprehension, and written production, as well as the way they acquire the academic literacies needed in school subjects taught in English. She reviews the spread of the practice of teaching English to young and very young children and the increasing demand for English-medium instruction in the Arabic-speaking region, with a particular focus on the negative transfer from Arabic to English spelling and grammar. The book also discusses the importance of story narratives, arguing they are an ideal medium for language teaching because of their rich linguistic repertoire and the strong motivational force that stories have on young language learners and their cognitive growth, essential to their later academic success. Taken together, the research findings and classroom vignettes suggest that children's language learning happens within a complex system of interactive variables and cultural norms and expectations.

"A complete beginner guide to self study Arabic material and learn Arabic at his own pace. The Arabic learner will be learning simple phrases and step by step increase his Arabic vocabularies and later develop into sentences. A must read Arabic reference book for aspiring students to learn Arabic. Arabic reference book consist lots of images to help retain memory of Arabic words." Features of this books: It is based on the author's experience learning Arabic and teaching for 15 years to non speakers of the Arabic language. The sentence is written in the Arabic phrase and line by line transliteration for easy pronunciation and translated into English for fast understanding of lessons. To help students master Arabic, we place strokes for students to pick up reading Arabic skills, and the learning curve will be effective if the students’ memories and write the words and sentences. We encourage students to commit and discipline in practising speaking Arabic phrase. Questions: What foreign language to learn? It depends on your objective of learning. If you intend to travel or do business in Arabic, then I suppose learning the Arabic language does help a lot because most locals speak Arabic, when you speak their language, you relate yourself to the people around you. Is it easy to learn speaking Arabic? Yes, we have written transliteration for non speakers of Arabic to learn it easily. You need to hear from native Arabic speakers, you can definitely speak Arabic. However, writing is a process that needs lots of practice; however the first step is to have the right intention and discipline. I think the best Arabic skills you gain if you start speaking the Arabic language with the locals. Form here you will develop Arabic slang and dialects. Know the Arabic culture and get hold of more Arabic resource or Arabic audios or listen to radios. How fast can I learn a foreign language? It depends on your commitment and time. It is best to mingle with the locals. If you start learning today, you will gain something new, however if you forgo your Arabic learning discoveries, you will not gain anything for couple of years. This is the best time to learn. Why learn Arabic language? Firstly, the tourist industry is expanding, some people preferred to visit Asian countries, because it is cheaper. Why spend thousands of dollars to Europe? Secondly; there are lots of opportunities to get products cheaper and import to your country. Thirdly; When you speak Arabic, it helps to expand your business Fourthly: cheap place to spend in winter such as accommodation and food. How to learn a foreign language: "Get the Arabic handbook in eBook format, I know that our mind takes some time to process information especially learning a foreign language and the process of learning is tough and the language intricate, but the reason is that, you need to learn innovatively and use many different approach, because by just reading the book would make you bored. You need to be creative in using the foreign language phrase in a daily basis. You need to learn Arabic with passion and use the Arabic language. Speak and use whatever you have learnt into practice". Cheers to your success. GET this book. Review Arabic language book: "The Arabic language book is perfect for travellers, business people and anybody else that needs to know the most often used Arabic phrases. This book and learning system offers the fastest and most efficient method to speak and understand the Arabic that you need". What are the standards of this book? It is written according to the CEFR A1 format. A word from the author: "My book helps students and working adults who want to learn Arabic language simple and easy by direct Arabic speaking; included with transliteration and English translation. The unique advantage is that it was based on the author's actual life experience learning Arabic with his perspective and learning concept will enlighten the process of learning Arabic language, the process of learning this book is commitment of 100 hours"

The book explores young Arabic-speaking children's English language learning. Through classroom-based research and learner work samples, the book analyses the interplay between cultural norms and the critical role that teachers play in orchestrating classroom discourse through skillful use of available instructional materials, questioning strategies and feedback to learners. The author shows the potential of instructional materials to influence young learners' vocabulary, reading comprehension, and written production, as well as the way they acquire the academic literacies needed in school subjects taught in English. She reviews the spread of the practice of teaching English to young and very young children and the increasing demand for English-medium instruction in the Arabic-speaking region, with a particular focus on the negative transfer from Arabic to English spelling and grammar. The book also discusses the importance of story narratives, arguing they are an ideal medium for language teaching because of their rich linguistic repertoire and the strong motivational force that stories have on young language learners and their cognitive growth, essential to their later academic success. Taken together, the research findings and classroom vignettes suggest that children's language learning happens within a complex system of interactive variables and cultural norms and expectations.

Seminar paper from the year 2020 in the subject Speech Science / Linguistics, grade: A, University of Illinois at Urbana-Champaign, language: English, abstract: The main issue to be examined is the influence of technology and innovation in ASL in Dubai. Faryadi (2007) examined interactive media's role in teaching the Arabic language and discovered that the integration of technology allows instructors to improve their lessons based on achieving effectiveness and creativity in knowledge transfer. Learners are easily persuaded to reason and think critically in the classrooms through interactive media. Arabic as a second language (ASL) is an upcoming social exploration area in Dubai and the larger UAE. However, there is insufficient literature on the subject. Teaching and learning ASL is the subject of increasing controversy. Amara (2017) states that Arabic is the official language in the UAE; however, the majority of the population speaks English because UAE was a British colony until 1971. Given that the UAE is one of the Arab countries, the Arabic language is one of the national curriculum's key subjects apart from Social Studies and Islamic Education. According to AlHagbani, and Khan (2016), over the last few years, there has been the increased significance of teaching the Arabic language for non-Arabic speakers in the UAE with the main objectives being: to develop an awareness of learners about relationships between the Arabic language and Arabic or Islamic culture, enhance awareness of the need for the Arabic language across the world and improve both oral and written communication skills to strengthen the process of obtaining informational literacy level. One divide argued that Arabic was a dying language in the Middle East in the face of the globalized English language, according to Sabbah (2016). Different studies indicate that the other controversial divisions argued that the Arabic language was a growing language in the UAE.