Natalie Khazaal
Natalie Khazaal Learning Goals for the Arabic Language Sequence and Arab Film Course The Arabic Language Sequence Arabic language has been described as a continuum of linguistic codes flowing between formal written Arabic, on one end, and spoken Arabic dialects, on the other. It is, however, linguistically more correct – though conflicting with a pan-Arab identity – to see it as a number of continua of linguistic codes whereas each Arabic dialect forms a continuum different from those of other Arabic dialects. Since Arabs who have had formal education use both written and spoken varieties with different utility, the study of Arabic should involve both. The Arabic language sequence at Carleton is presently organized around one end of the continua – Modern Standard Arabic. In addition, mastering Arabic requires longer than other, commonly taught, languages. Consequently, the goals for the Arabic language sequences are more modest and are as follows: Elementary Arabic sequence (101-103) • In this sequence, students are trained in the four fundamental linguistic skills – listening, reading, speaking, and writing with an emphasis on the first three. By the end of 103 students will have mastered four basic simplified grammar and vocabulary. They should be able to use vocabulary about food, living conditions, educational skills and history, family relations, hobbies, and travel. They should also be able to use all the tenses of the regular Arabic verb, conjugated in all forms, as well as all genders. • The Arabic program views culture as inextricably connected to language. Hence, throughout the elementary sequence, students are exposed and involved in in-class activities with cultural focus through which they should acquire basic knowledge of a few famous Arab poets, writers, singers, and actors, as well as extensive information on the geo-political map of the 22 Arab courtiers.
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