Arabic Genre Pedagogy

Teaching, Learning, and Assessing in Context
1. Auflage 2023
ISBN: 978-1-032-04453-8
Verlag: Routledge

Buch, Englisch, 140 Seiten, Format (B × H): 145 mm x 222 mm, Gewicht: 319 g

Reihe: Topics in Arabic Applied Linguistics

Arabic Genre Pedagogy: Teaching, Learning, and Assessing in Context views Modern Standard Arabic and all spoken varieties of Arabic as one system and offers genre-based instructional resources grounded in systemic functional linguistics (SFL) and genre theory.

Divided into three parts, this book explores the Theoretical and Instructional Framework, Spoken Genres, and Written Genres with chapters focusing on everyday social genres including exchanging information, chit-chat, and complaints. This book is aligned with the ACTFL framework and the instructional goals for each genre are articulated in terms of the ACTFL Can-Do Statements. Designed to support instructors of Arabic novice-intermediate learners, the chapters offer step-by-step lessons with practical classroom activities on how to make the language related to each genre explicit to students. Arabic Genre Pedagogy serves as a valuable guide and professional development resource for instructors of Arabic as a world language and for researchers of SFL-informed genre-based approach.

Zielgruppe

Postgraduate and Professional Reference

Autoren/Hrsg.

Abdel-Malek, Myriam

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

Preface

Part I: Theoretical and Instructional Framework

1. Genre pedagogy for Arabic instruction and the link to standards

Part II: Spoken Genres

2. Exchanging information situated in asking for/giving direction

3. Exchange of goods and services situated at the produce stand

4. Chit-chat

Part III: Written Genres

5. Note of good wishes for an occasion

6. Complaint

Conclusion

Über Autor(innen)

Myriam Abdel-Malek, Ph.D. is an Arabic instructor II at the University of Pittsburgh Less- Commonly-Taught-Languages Center in the Department of Linguistics. She has taught and designed syllabi and assessments for Arabic courses at several institutions of higher education. Her research focuses on discourse analysis of Arabic texts using systemic functional linguistics (SFL) and on investigating SFL genre-based pedagogy for teaching and assessing literacy in Arabic. Her work has appeared in peer reviewed journals. She was a project coordinator under Title VI grant with The Center for Language Proficiency Education and Research (2018-2022). In her project, she designed genre-based instructional material to be used by Arabic instructors.