تجارب تعليم اللغة العربية في أمريكا الشمالية عرض وتقويم

لي الشرف أن أكون واحدًا من مؤلّفي هذا الكتاب القيّم الذي شارك في تأليفه نخبة من خبراء اللغة في الولايات المتحدة الأمريكية منهم الأستاذ الدكتور مهدي العش والأستاذ الدكتور بسّام فرنجيّة وآخرين

Tears Idle Tears | Elizabeth Bowen | A Commentary by Mohamed Ansary

The title of this short story reminds us of the title of one of the famous poems written by Lord Tennyson. Elizabeth Bowen borrows this romantic title to refer to the tears of a child .Elizabeth sheds light on the way children should be treated on the one hand, and the relationship between a mother and her child, on the other hand

Mrs. Dickenson is introduced to us as a widow who has only one child called Fredrick. There is nothing in her life except her son. “I’m  bound to put him first.” She is pretty, attractive and young. Yet, the idea of getting married again is quite far from her mind. She devotes all her life to her child. To our surprise, she has no idea about how she should treat her son. Once he bursts into tears , she starts threatening him that she will deprive him of what he wants if he does not stop crying and behaving in such a way since “ he was too big to cry ” . Mrs. Dickenson has a lot of friends – with married and unmarried men. However, she is a straight woman and never indulges herself in any commitment leading to something wrong.“ Several wanted to marry her. But courage had given her a new intractable kind of virgin pride: she loved it too much; she could never surrender it . “No, don’t ask me that”. She would say, lifting her chin and with that calm gallant smile. “ Don’t spoil things. You’ve been splendid to me: such a support ”.

“She became the perfect friend for men who wished to wish to marry but were just as glad not to, and for married men who liked just a little pathos without being upset.”

Although Mrs. Dickenson considers her son as the only man in her life, she is always complaining because of his childish behaviour in spite of the fact that he is “ too big to cry”. She always loses patience because of his crying. She loses control over herself and becomes irritable. She even punishes him very severely as a result of his sobbing and nagging. She prevents him from going to the zoo since “ Fredrick did not deserve the zoo.” She pointed out, in a voice tense with dislike: “ I’m not taking you to the zoo.” Besides, she is always reminding him of what his  “ father would think.” “ He used to be so proud of you.” He and I used to look forward to what you’d be like when you were a big boy. One of the last things he ever said was: “ Fredrick will take care of you.” Mrs. Dickenson’s impatience with her child reaches its climax. The tone of her voice is dominated by words of cruelty and severity. “ I’m ashamed of you.” “ You almost make me glad he’s not here now ”.



May be Mrs. Dickenson treats her son so badly because he is the cause of depriving his mother of a great deal of pleasure. When she walks “ by herself ” she becomes a  “ charming woman ”.

Being young and attractive, Mrs.Dickenson wants to enjoy her life. Yet, at the same time she wants the people around her to think of her as an ideal mother who devotes all her life to her child.

At last, ‘ Fredrick had stopped crying ’. “ He forgot his focus of grief and forgot his mother — He stepped over the rail – no park keeper being at hand to stop him.
“ So fredrick enters a private park with a duck-pool. There he meets a strange girl he has never seen before. She gives him an apple. She treats him very kindly. There is a sharp contrast between the way his mother treats him and the way this girl does. When Mrs. Dickenson realizes the absence of her son, she comes back very quickly to look for him.

Undoubtedly, this instinctive behaviour is typical of motherhood. She could not bear the idea of the loss of her son!

“ Mrs. Dickenson came down the walk under the band of trees, carefully unanxious, looking lightly at objects to see if Fredrick were near them; he had been a long time. Then she saw Fredrick shaking hands with a sort of girl on  a bench and starting to come her way . So she quickly turned her Frank, friendly glance on the lake……”

Who is Mohamed A. Ansary

https://arabicflagship.arizona.edu/users/mohamed-ansary

Using Technology for Increasing Students’ Engagement, Collaboration & Digital Literacy in the Arabic Language Classroom

My Kindle Book
How to Use Technology in the Classroom
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Using Technology for Increasing Students’ Engagement, Collaboration & Digital Literacy in the Arabic Language Classroom
Mohamed Ansary
www.mohamedansary.com
 mansary@email.arizona.edu
School of Middle Eastern & North African Studies
The University of Arizona
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“Socrative is very useful application for a student to make review on the topics that he/she learned. I did not know this application until my Arabic professor Mohamad Ansary introduced it to us in the class last spring. He used this app. to make review, to keep us on the track, to push us to do our homework and to take attendance. Socrative helped a lot improving my Arabic, keep myself updated, and follow the topics since as a student sometimes it sounds tempting to not do homework and not submit your paper daily. Also it makes everything easier for the instructor including taking attendance and answering the questions in the class instead of reading the papers of each student and grading as well as giving feedback.
After I knew this application, I started using it for my own classes. Las semester, I was working as a TA and leading discussion classes of Religion of Islam. I realized that my students participated more, they paid more attention to the class and they had less absences because of Socrative. Also, I got good feedbacks from my students about Socrative. Socrative led them to do weekly review before coming to class because they knew that I prepared small quiz for them.
In short, Socrative provides a good opportunity to learn and teach for students and instructors.”
Atacan Atakan
Ph.D.  Student
School of Middle Eastern & North African Studies
The University of Arizona
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“Socrative is the teacher’s friendly, fun, and most effective classroom engagement
app. By utilizing this free and flexible tool, educators of all subject matters are able
to initiate formative and summative assessments in the classroom.  Moreover,
by creating content-rich quizzes, bell work, and exit tickets, educators are able to
display instantly the students’ individual/and or team responses followed by feedback
to spark dynamic learning, peer-to-peer communication, team competition, and
problem- solving. I highly recommend using this instantaneous cloud-based platform.”
  
Nabila Hammami, Ph.D.
Arabic Instructor/World Language Department Head
Dearborn Public Schools
Fordson High School
English Instructor, Henry Ford College
“I found Socrative to be a great resource and learning tool in the study of Arabic.
The flexibility of accessing lessons via smartphone or computer at any time is wonderful.
 Additionally, our instructor allowed us to access each lesson as many times as we needed
 to understand the material which truly made it a learning tool and not just a testing
 device. It was also nice to see how we compared (anonymously) with our classmates,
and the comparison allowed our instructor to see the areas in which we collectively
needed more instruction. I think Socrative is a great addition to a learning environment.”
Jennifer LaMoureaux
The School of Middle Eastern & North African Studies
The University of Arizona
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“The Socrative app was an excellent tool for quizzing the students grasp
 of the vocabulary informally and frequently. I enjoyed seeing the results
immediately after finishing the activities.”
Anthony McGee
The School of Middle Eastern & North African Studies
The University of Arizona
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Why Socrative rather than any other tech tool?
Benefits / Pedagogical Implications
1-Providing immediate feedback
2-Taking attendance
3-Increasing the students’ digital literacy (i.e. using the Arabic keyboard)
4-Transforming the students’ homework from the traditional way to an interactive way.
5-Saving all quizzes and tasks for future use
6-Self paced learning
7- Increasing students’ autonomy
8-Visualizing students’ understanding
9- Creating supportive classroom environment
10- Types of learning: Writing – Reading – Listening 

Technology for Building Multiple Literacies & Intercultural Communicative Competence

In Michigan from 10 to 14 May to attend and co-present with Professor
Sonia Shiri in The Computer-Assisted Language Instruction Consortium https://calico.org/page.php?id=456 (CALICO)
Michigan State University https://msu.edu/
Technology for Building Multiple Literacies & Intercultural Communicative Competence
Half Day Workshop

Tuesday, 10 May 2016
9:00am-12:00pm
Location: Wells Hall B102
Conducted by: Mohamed Ansary and Sonia Shiri

Choosing an appropriate technology-based tool to use in the classroom
should not be random. Every tool that the teacher uses should serve a
specific, clear goal. This hands-on workshop explores free tools that
teachers can use to support different types of learning. The workshop
will explore a variety of tools that K-16 teachers can use to integrate
culture into the classroom. Some other tools will serve how to increase
students’ multiple literacies to support their intercultural
competence.These strategies address the 21st century skills and the
ACTFL’s World-readiness standards such as communication, collaboration
and culture.