Click here for the video recording of the workshop.
Two files were used during the workshop:
- Click here for the PowerPoint file.
- Click here for the shared document participants used for group discussion.
Two files have been sent before the workshop to help participants understand the linguistic and cultural profile of Arabic HLLs and be able to place them in a level-appropriate course.
These are four sample projects that have been used in Leiden University. The first two are for lower-intermediate classes, and the last are for intermediate-level course. They can also be used in a mixed-lever course with HLLs and non-HLLs.
- Click here for sample project 1
- Click here for sample project 2
- Click here for sample project 3
- Click here for sample project 4
For questions or comments on the workshop, please contact Dr. Hossam Ahmed, Leiden University.
Support for the workshop has been provided by the Leiden Language Learning Resource Center , and funded by NRO Comenius Teaching Fellowship grant # 405.20865.193
The number of Heritage Learners of Arabic (HLs) and their linguistic and cultural profile have changed considerably over the past decade, creating an additional layer of diversity in the Arabic classroom. For example, the number of HLs who have received schooling in Arabic before moving to their new environment has increased in comparison to those who were raised up in-country, with potentially different cultural and linguistic contribution to and needs from the classroom environment than those of HLs in the previous decade.
The 3rd workshop of the European Network for Teaching Arabic (ENTA-3) aims to build better understanding of the HL context and addresses possible techniques to accommodate and benefit from HLs in the AFL classroom. Prior to the workshop, participants will use provided templates to interview 1 – 2 HLs from their institutions. In the workshop, participants will reflect on the profile of their learners and possible approaches to integrating them in AFL programs. Participants will be introduced to Project-Based learning as a possible direction in addressing the needs of HLs. In pairs or small groups, participants will then create a unit/lesson plan based on the learner profile they have created.