Teaching English to Arabic Speakers: Cultural and Linguistic Considerations
In the past few years, more Arabic speakers have come to Canada to learn English than ever before. The workshop aims to present cultural and linguistic information that is useful to English teachers of native Arabic-speaking learners. Participants will learn how to anticipate challenges with regards to teaching grammar, pronunciation, literacy, and critical thinking skills to native Arabic speakers.
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
Teaching Arabic Speakers: Linguistic and Cultural Considerations, Shira Packer
1. Teaching English to Arabic Speakers: Cultural and Linguistic Considerations Presented by: Shira Packer, M.A. [email_address] York University English Language Institute (YUELI), Toronto, ON NOT FOR REPRODUCTION OR CIRCULATION WITHOUT THE EXPLICIT PERMISSION OF THE AUTHOR
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4. Current Trends Longitudinal Analysis of Population of Arabic Speakers
5. YUELI (EAP) Demographic Analysis: Arabic Student Citizenship 2007-2009 (n=293) Citizenship Number of Students Saudi Arabia 259 Canada 9 Jordan 8 Yemen 7 Israel 3 Iraq 2 Libya 1 Palestine 1 Syria 1 United States 1
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Notas del editor
The info presented in this workshop is based on: informal student interviews, interview with the YUELI Director, Calum Mackechnie, and personal experience working with Arabic speaking students, and secondary research. Disclaimer: 1)I don ’ t intend to give the impression that I speak Arabic or fully understand the linguistic complexity of the language. I have had, however, some exposure to it from travel to Arabic speaking countries. I also have a working knowledge of Hebrew, also from the Semitic family of language. 2) The information that I will provide today is not meant to encapsulate all Arabic language speakers, but rather many arabic language speakers and therefore makes use of some generalizations that may not apply to every individual learner. c) I don ’ t have all the answers. Look forward to hearing shared ideas about how to translate cultural and linguistic considerations into practical teaching applications.
Coming in increasing populations
Started in May-July 2007. This number could be higher if it weren ’ t for our language mix policy which limits any one language group to no more than 33% of the total student population. Right now, we are a bit over max capacity and the Saudi cultural bureau would like to send even more saudi students. Lets learn a little bit more about who are these students
Future possibilities: Libya, United Arab Emirates Of our Saudi students about 67% are sponsored by the King Abdullah Scholarship Program and 33% are not.
Now we have an increased understanding of the socio-political context from which we are experiencing increased numbers of arabic speakers, let ’ s talk about some linguistic contrasts. Although contrastive analysis is no longer considered a foundation for instructional programs, Contrastive features may help to understand error production by some arabic speakers, develop appropriate activities and exercises in response. Negative transfer from first language can be considered interference. Recognition of some mechanical features of the arabic language can assist teachers in addressing problems with learning grammar, literacy, etc.
Long vowels are the only ones always represented in writing, the short vowels are only present in children ’ s books, the Koran, and special texts (for learners). Poor penmanship can be distracting for the reader Reading comp: higher AND lower level processing problems. Assuhaii and Al barr ’ s 1992 study; at king faisal university P 80% saved one third of the time when read medical material in Arabic compared to English. Slower recognition: interesting study involving consonantal orthography (Korait, 1985 as cited in Hayes-Harb, 2006) . Uses hebrew, like arabic, a 3-consonant base root system. Suggests that vocalized text impedes overall reading speed. Therefore berew speakers develop written word processing strategies that operate more effectively in the absence of diacritical vowel information or nikodot, in hebrew. Roman and Pavard found similar results with their 1987 study involving arabic speakers. What teaching techniques can we use to help learners with these problems? Teacher strategies: emphasis how vowel information distinguishes words (e.g. star, start, stare, store, sore, etc.) Give extra homework, extra time on tests? Read aloud. Free writing activity (practice speed)
Root system e.g. d-r-s study. Add prefixes, infixes, and suffixes to conjugate verbs, make related word forms, etc.
Parallelism: in temporal clauses the meaning and time reference of the verb in a subordinate clause are derived from the verb in the main clauses. Relative pronouns in arabic are 2 complete sentences (coordinate) rather than subordinate in english. Relator: a second word or affix that serves as the subject or object of a clause giving reference to the antecedent. Object deletion rule required later in language development
Problems related to L1 transfer 6 arabic (3 short, 3 long) Allphonic variants = not meaningfully distinct Back English vowels u, o, c. Evident in transliterated arabic words e.g. koran and qur ’ an. Spellings of mohamed. English post-velar= h Arabic post-velhar: nasal and gutteral sounds P vs. b: not functionally distinct in Arabic Initial voiceless stops are not aspirated in Arabic (similar to French, Italian, and Spanish) Habit/ have it Th: interdentals Consequences for teacher: systematic presentation of vowel variations and common spelling representations Relationships between word families, roots, and derivatives /b/ vs. /p/ minimal pairs
Problems related to L1 transfer 6 arabic (3 short, 3 long) Allphonic variants = not meaningfully distinct Back English vowels u, o, c. Evident in transliterated arabic words e.g. koran and qur ’ an. Spellings of mohamed. English post-velar= h Arabic post-velhar: nasal and gutteral sounds P vs. b: not functionally distinct in Arabic Initial voiceless stops are not aspirated in Arabic (similar to French, Italian, and Spanish) Habit/ have it Th: interdentals Consequences for teacher: systematic presentation of vowel variations and common spelling representations Relationships between word families, roots, and derivatives /b/ vs. /p/ minimal pairs
Also, overuse of pronouns without clear reference point, lacks repetition of key words. Multiple supporting points: lacking organization, out of focus Overuse of coordination and underuse of subordination (Thompson-Panos & Thomas-Ruzic, 1983) Overuse of synthesis, underuse of analysis Emphasis on oral skill Positive social effect on students from other nationalities
Well aware of issues b4 coming here. Government meetings to prepare students. Positive perception of Canadians Canadians are friendly, multicultural, free to practice religion. USA, visa problems, immigration “ interrogation ’ can be difficult. Non judgmental to other students Medical university is together
![Teaching English to Arabic Speakers: Cultural and Linguistic Considerations Presented by: Shira Packer, M.A. [email_address] York University English Language Institute (YUELI), Toronto, ON NOT FOR REPRODUCTION OR CIRCULATION WITHOUT THE EXPLICIT PERMISSION OF THE AUTHOR](https://image.slidesharecdn.com/teachingarabicspeakersshirapacker-111101101128-phpapp01/85/Teaching-Arabic-Speakers-Linguistic-and-Cultural-Considerations-Shira-Packer-1-320.jpg)
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