Amerika birleşik devletlerinde Arapça öğretimi

Bu makale genel olarak ABDde Arapça öğretiminden bahsetmektedir. Yazar, giriş kısmında, son yıllarda ABDde Arapçaya olan ilgilinin sebebi üzerinde durmuş, Amerikalıların bu dile yaklaşımlarını ortaya koymuş ve artan Arapça öğrenim talebi karşısında üretilen çözümlere yer vermiştir. Daha sonra ABDde Arapça öğretim tarihi hakkında kısaca bilgi verdikten sonra ikidillilik, yani fasih ve ammice dil üzerinde durmuştur. Ardından kulak-dil alışkanlığı ile iletişimsel metodun Arapça öğretiminde kullanımına yer vermiştir. Burada, akademi ve edebiyat dilinden çok aşina olunan günlük konuşma dilinin öncelenmesi gerektiğini ifade etmiş ve dil öğretiminde başarılı modellerden bahsetmiştir. Öğrenciyi dilin içine adeta daldıran Middlebury Modeli, karma ve uzun süreli yoğunluğu esas alan FSI Modeli ile yurtdışı merkezlerde Arapça öğrenimini uygulayan CASA gibi başarılı modeller hakkında bilgi vermiştir. Başarılı modellerin ortak özelliklerinden hareketle yeni bir yol haritası çizen yazar öğretmen eğitimi, Arapça konuşma analizi ve yabancı bir dil olarak Arapça öğrenimi ile ilgili araştırmaların yapılması gerektiği üzerinde durmuştur. Ayrıca Arapçayı veraset yoluyla öğrenen insanların durumu hakkında bilgiler vermiş ve yeni akademik seçenekler üzerinde durmuştur.

Teaching Arabic in the united states

This article, in general, discusses the issue of teaching Arabic language in the United States. The author, Karin C. Ryding, at the beginning of her article, talks about causes and motivations for Americansinterest in Arabic Language in recent years, and solutions to the Arabic teaching profession for handling the increased number of students. Ryding sketches briefly the history of teaching Arabic in the United States, and Diglossia, which refers to a situation in which two or more varieties of the same language exist side by side ( fusha and ammiyah). At this point, she mentions audiolingual and communicative approaches and their usage in Arabic language teaching. She further focuses on assigning more importance to the primary discourses of familiarity than the secondary discourses of literature and the academy. She provides information about some successful programs including the following: The Middlebury Model that immerses learners in Arabic Language, FSI Model which mixes Formal Spoken Arabic with colloquial speech in long-term intensive program and CASA, The Center for Arabic Study Abroad. Based on these successful programs Ryding draws a new roadmap and talks about teacher education, Arabic discourse analysis, research in the acquisition of Arabic as a foreign language and heritage speakers. At the end of the article she offers some new academic options.

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