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. Moreover, this introduction is aimed to develop students’ interest in Arabic cultural. • The weekly Arabic tea Hour provides students with a stage where they can increase their knowledge of the cultural aspects of the Arab world and introduces them to topics such as Qur’an, calligraphy, Arab-Americans, history of Islam, literature, music, and film. Other cultural activities include lessons in Eastern dance (belly dance) and cooking Arabic food as well as field trips to Arab businesses and cultural and religious centers in Minneapolis. • The sequence gives students hands-on experience in the active production of the language in a series of videotaped scripted sketches (skits). Students should be able to write short reports and opinion pieces on contemporary events related to the topics discussed in class. Intermediate Arabic sequence (204-205) • In addition to the above skills, students of this sequence should master Arabic grammar (including all numbers, many weak verb types, deeper knowledge of most of the 10 verb forms, imperative, and passive forms, and the fundaments of noun inflection – the case system, as well as many noun patterns) and syntax to a degree which will allow them to start reading easier authentic texts with a dictionary. • On the level of vocabulary, students should be exposed to and use figurative expressions. They should also master the Arabic connectors. • For each of the two courses at this level, students should choose an non- fictional book in Arabic on a topic related to Arabic culture and approved by the faculty and write a 3-page summary of the main ideas in the book as well as a 5-page essay discussing the ideas in the book and positing them against a broader context of related literature. • At the end of each of the two courses, students (in groups) present to the class 20-min long excerpts from Arabic theater plays. Alternatively, they can write their own scripts and perform them for their classmates. Their performances are videotaped. Arabic Film 221 This course explores how Arabs imagine Arab history. • Through a discussion of negative Western stereotypes about Arabs, students explore whether Arabs have internalized such stereotypes about themselves or not. • Students develop understanding of Arab culture, challenge misconceptions about it, and learn a set of skills with which to analyze Arab film and culture. • Students survey examples of the genre of the Arab historical movie and historical-memory documentary. Through reading historical literature, they should also be able to comment on film as a means of production of “historical memory”. • The course’s approach delineates the historical, social, political, and cultural circumstances under which the movies were made. Students also explore the genres' techniques and narrative structure. .

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