Arabic Flagship Program (Arizona)

University of Arizona Arabic Immersion Program البرنامج الصيفي للغة العربية بجامعة أريزونا – قسم دراسات الشرق الأوسط وشمال أفريقيا

University of Arizona Arabic Immersion Program

https://menas.arizona.edu/arabic-summer

طلاب أقوى برنامج في الجامعات الأمريكية يتحدثون العربية بطلاقة from Mohamed Ansary on Vimeo.

University of Arizona Arabic Immersion Program

The Arabic summer program at the University of Arizona at the School of Middle Eastern and North African Studies (MENAS) is a rigorous, immersive program that adopts the proficiency-based approach and emphasizes cultural literacy and the use of technology. The program is open to non-degree-seeking, high school students in their Junior and Senior years, and grad students. The MENAS Arabic Summer program offers a variety of in-class and co-curricular activities, including Arabic-speaking housing. Three levels of Arabic are taught by dynamic, innovative and experienced teachers in a supportive and culturally-rich environment. 

End of Summer Program | Talent Show

Summer Program_UA from Mohamed Ansary on Vimeo.

Summer Course Offerings

All classes are from 8:30 am to 12:30 pm, five days a week, followed by office hours:• Elementary Arabic I, ARB 101: June 3 – July 3. For students with no previous language background in Arabic. Students cover Alif Baa and Lessons 1-6 of Al-Kitaab, Part one.• Elementary Arabic II, ARB 102: July 8 – August 7. Prior completion of one college semester (or equivalent) of Arabic is required. Lessons 7-13 of Al-Kitaab, Part one are covered in this course.• Intermediate Arabic I, ARB 401: June 3 – July 3. Prior completion of two college semesters (or equivalent) of Arabic is required. This course covers Lessons 14-20 of Al-Kitaab, Part one.• Intermediate Arabic II, ARB 402: July 8 – August 7. Prior completion of three college semesters (or equivalent) of Arabic is required. This course covers Lessons 1-5 of Al-Kitaab, Part Two.• Advanced Arabic I, ARB 405: June 3 – July 3. Prior completion of four college semesters (or equivalent) of Arabic is required. This course covers advanced level Arabic content material.• Advanced Arabic II, ARB 406: July 8 – August 7. Prior completion of five college semesters (or equivalent) of Arabic is required. This course covers advanced level Arabic content material.

https://www.facebook.com/azflagship

النادي الثقافي المصري – جامعة أريزونا – خريف ٢٠١٧ from Mohamed Ansary on Vimeo.

Spring 2019_5 Star Faculty Award from Mohamed Ansary on Vimeo.

By mansary, ago

Mohamed Ansary @ LA for Common Ground, Common Future

COMMON GROUND, COMMON FUTURE

SAN FRANCISCO, MARCH 9-10, 2017
This workshop built on work done in the three previous symposia by continuing to foster an engaged community of innovators. Its main purpose was to forge a better understanding of current technology use, capabilities, and needs in Flagship programs. At the same time, the workshop was intended to strengthen our emerging Flagship community of innovators by engaging in activities that helped identify blended learning needs and plan for a common future.

http://lftic.lll.hawaii.edu/workshop/

By mansary, ago

Learning Tools and Social Media

Learning Tools and Social Media
By: Mohamed Ansary


Speech Tools:
Google Voice


Why do I ask my students to use Google Voice?


Flagship students should get trained to speak over the phone using the target
language.  (OPI)
For a warm-up, Google voice saves time.
All students have an equal opportunity to speak and leave a voice message.
I listen to each and every one and text him/her back in the target language
commenting on his/her message.
I get notified by email when a student leaves a voice message. I can text
him/her back using my Gmail account or my Google voice app on my phone.

Students are encouraged to speak on the sentence level/paragraph level as they
are encouraged to use the whole 3 minutes of the voice message.


Observations:
Students first were
intimidated.
Example: when my students were asked for the
first time to use Google voice for a warm up, a student said: “ What? Am I going to speak in Arabic
over the phone? No way. I cannot do that!”. The same student, later, was looking forward to knowing the daily topic of the warm up.
Some
students began to leave me voice messages whenever they had questions.

Conclusion:
This method is very interactive and
engaging.
Students become connected with their teachers.
Teachers can trace the development of their students as all voice messages are saved on their Google accounts. ( Formative Assessment)

By mansary, ago