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Drawing on her years of experience as an Arabic instructor and course developer, Samia Louis has used a functional approach to create a bright, innovative set of coursebooks for the study of Egyptian colloquial Arabic--the spoken dialect most frequently studied and most widely understood in the Arab world. Now three new books, for beginner, early advanced, and higher advanced students, have been added to the series. Designed according to the ACTFL guidelines for teaching Arabic as a foreign language, each book of Kallimni 'Arabi trains students through highly structured lessons in the crucial skills, with particular emphasis on listening and speaking, using real-life situations and expressions. The associated audio files carry recordings of the dialogs and exercises in each chapter, made by Egyptian native speakers. "The books in the [Kallimni 'Arabi] series altogether present the best Arabic textbooks available . . . miles ahead of most others."--David Wilmsen, American University of Beirut
The guide described by The New York Times as “indispensable,†revised and updated for 2008, fills a vital niche for expatriates and Cairenes alike who need a helping hand to organize-and enjoy—the challenges of a sojourn in Cairo. The basics of daily life—finding a flat, transporting personal goods, investigating school options for children, navigating Egypt’s famous bureaucracy, and the intricacies of feeding and clothing oneself and one’s family from the local market—are all detailed here. Advice gathered from a wide range of Cairo insiders, both native and foreign, gives the reader a cornucopia of current facts on prices, neighborhoods, product availability, work and business opportunities, and the dizzying range of cultural and leisure pursuits that Cairo is famous for. The format of this edition addresses the needs of independently minded tourists, as well as residents, by the inclusion of: an A-to-Z directory of goods, services, and interests subdivided by neighborhood; a language section on the basics of Cairene Arabic; and details on shopping and sightseeing from a resident’s perspective. Cairo: The Practical Guide, now in its sixteenth edition, is the key to deciphering the complexities of living, working, and enjoying life in one of the world’s most exciting and dauntingly complex mega-cities.
Kallimni ʻArabi mazboot is part of a planned series of multi-level Egyptian Colloquial Arabic course books for adults, written by Samia Louis and developed at the International Language Institute (ILI), Cairo. The book covers the advanced levels 1 and 2 of language proficiency according to ACTFL (American Council for Teaching Foreign Languages).
Drawing on her years of experience as an Arabic instructor and course developer, Samia Louis has used a functional approach to create a bright, innovative set of coursebooks for the study of Egyptian colloquial Arabic the spoken dialect most frequently studied and most widely understood in theArab world. Now three new books, for beginner, early advanced, and higher advanced students, have been added to the series. Designed according to the ACTFL guidelines for teaching Arabic as a foreign language, each book of Kallimni 'Arabi trains students through highly structured lessons in the crucial skills, with particular emphasis on listening and speaking, using real-life situations and expressions. The accompanyingaudio CD carries recordings of the dialogs and exercises in each chapter, made by Egyptian native speakers. "The books in the Kallimni 'Arabi series altogether present the best Arabic textbooks available . . . miles ahead of most others. David Wilmsen, American University of Beirut.
For decades, students learning the Arabic language have begun with Modern Standard Arabic (MSA) and then transitioned to learning spoken Arabic. While the MSA-first approach neither reflects the sociolinguistic reality of the language nor gives students the communicative skills required to fully function in Arabic, the field continues to debate the widespread adoption of this approach. Little research or evidence has been presented about the effectiveness of integrating dialect in the curriculum. With the recent publication of textbooks that integrate dialect in the Arabic curriculum, however, a more systematic analysis of such integration is clearly becoming necessary. In this seminal volume, Mahmoud Al-Batal gathers key scholars who have implemented integration to present data and research on the method’s success. The studies address curricular models, students' outcomes, and attitudes of students and teachers using integration in their curricula. This volume is an essential resource for all teachers of Arabic language and those working in Teaching Arabic as a Foreign Language (TAFL).
Drawing on the collective expertise of language scholars and educators in a variety of subdisciplines, the Handbook for Arabic Language Teaching Professionals in the 21st Century, Volume II, provides a comprehensive treatment of teaching and research in Arabic as a second and foreign language worldwide. Keeping a balance among theory, research and practice, the content is organized around 12 themes: Trends and Recent Issues in Teaching and Learning Arabic Social, Political and Educational Contexts of Arabic Language Teaching and Learning Identifying Core Issues in Practice Language Variation, Communicative Competence and Using Frames in Arabic Language Teaching and Learning Arabic Programs: Goals, Design and Curriculum Teaching and Learning Approaches: Content-Based Instruction and Curriculum Arabic Teaching and Learning: Classroom Language Materials and Language Corpora Assessment, Testing and Evaluation Methodology of Teaching Arabic: Skills and Components Teacher Education and Professional Development Technology-Mediated Teaching and Learning Future Directions The field faces new challenges since the publication of Volume I, including increasing and diverse demands, motives and needs for learning Arabic across various contexts of use; a need for accountability and academic research given the growing recognition of the complexity and diverse contexts of teaching Arabic; and an increasing shortage of and need for quality of instruction. Volume II addresses these challenges. It is designed to generate a dialogue—continued from Volume I—among professionals in the field leading to improved practice, and to facilitate interactions, not only among individuals but also among educational institutions within a single country and across different countries.

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