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68 Arabic Language Immersion Day: Enhancing Language Proficiency and Cultural Understanding

Rania Suliman

Cohort 2023

Learning Objectives

To enhance students’ practical Arabic language skills and cultural understanding through real-world experiences. High Impact Practice (HIP) Activity: Arabic Language Immersion Day Description: In this experiential learning activity, dual enrollment students will participate in an Arabic Language Immersion Day. The goal is to create an immersive environment where students can practice their Arabic language skills in authentic, real-world scenarios while gaining a deeper understanding of Arabic culture. Steps:

  1. Preparation: Before the immersion day, students will study relevant vocabulary, phrases, and cultural norms to prepare for their interactions. For example, they might learn how to greet people, order food, or ask about cultural traditions.
  2. Location Selection: Visit Arab Center Washington DC.
  3. This center regularly hosts cultural events and activities. Here, students can engage with native Arabic speakers and participate in culturally significant activities.
  4. Immersive Experience: On the chosen day, students will visit the ACW. They will be required to communicate in Arabic as much as possible. For instance, they could ask questions about cultural tradition, or even participate in activities like Arabic calligraphy events.
  5. Digital Tool Integration: Use digital tools like language learning apps or platforms to supplement the immersion experience. For example, students could use Duolingo or Rosetta Stone to practice vocabulary and grammar exercises tailored to their immersion experience.
  6. Reflective Journal: After the immersion day, students will maintain a reflective journal in Arabic (ePortfolio).

In this journal, they will describe their experiences, challenges, and what they learned. They could use Google Docs for this purpose, ensuring that it’s in Arabic. They could also create short video clips demonstrating their Arabic language skills in different scenarios. Is this case, conducting a brief interview with a native speaker, or narrating their visit to an Arabic-speaking cultural event at the ACW. These videos can be uploaded to YouTube or Vimeo and linked in the eportfolio.

Assessment:

  • Language Proficiency: Students’ language proficiency will be assessed by conducting conversations or discussions in Arabic before and after the immersion day. For example, students could engage in dialogues about their experiences and visits to the ACW.
  • Reflective Journal: Students’ reflective journals will be evaluated to gain insights into their cultural awareness and language development. Examine specific instances where they describe their interactions and illustrate how their language skills improved. Benefits:
  • Real-World Application: For instance, students will get a chance to practice their language skills with native Arabic speakers at the ACW.
  • Cultural Understanding: Students may gain a deeper understanding of Arabic culture and traditions after visiting ACW.
  • Motivation: A student’s journal entry might express excitement about successfully engaging with native Arabic speakers and a newfound motivation to explore more aspects of the Arabic language and culture.

This Arabic Language Immersion Day offers a concrete and engaging experiential learning opportunity. It enables students to practically apply their Arabic language skills, fosters cultural awareness, and boosts motivation through real-world encounters with language and culture.

Purpose/Rationale

This assignment, the Arabic Language Immersion Day, has the potential to be a renewable assignment in several ways:

  1. Iterative Improvement: Students can repeat this assignment multiple times during the course, each time focusing on different aspects of language and culture. For instance, they might engage in an Arabic conversation with native speakers in one iteration and explore a cultural event in another. This iterative process allows them to progressively deepen their language skills and cultural understanding.
  2. Varied Topics: The assignment can be adapted to explore different cultural topics within the Arabic-speaking world. For example, in one iteration, students might immerse themselves in Arabic cuisine, while in another, they could explore traditional music or literature or visit a museum. This variety keeps the assignment fresh and engaging.
  3. Digital Tools: The integration of digital tools can be adjusted in each iteration. Students might use different apps, platforms, or online resources to enhance their immersion experience. This adaptability ensures that students remain up to date with technology and digital skills.
  4. Peer Collaboration: Students can collaborate with different peers in each iteration. This collaborative aspect adds diversity to their experiences and allows them to learn from one another. It also fosters teamwork and communication skills, which are crucial in a language course.
  5. Reflection and Growth: The reflective journal or the ePortfolios component of the assignment can be an ongoing process. Students can revisit their journals periodically to assess their personal growth and language development over the course of the semester. This reflection can serve as a foundation for setting goals for future iterations.
  6. Open Pedagogy: The assignment can be adapted to give students agency over the final product. For instance, they might choose different formats for their reflections, such as videos, infographics, or presentations. This freedom allows students to showcase their creativity and strengths.
  7. Real-World Application: As students’ progress in their Arabic language skills, they can apply what they’ve learned during the immersion day in real-world contexts beyond the course. For instance, they might use their language skills in internships, travel experiences, or interactions with Arabic-speaking communities.
  8. Feedback Loop: The assignment can incorporate a feedback loop where students receive feedback not only from me as their instructor but also from native speakers or experts in Arabic culture. This external input can provide valuable insights and encourage students to continually refine their language and cultural knowledge. Incorporating these elements into the assignment design can transform it into a renewable learning experience. Students can engage with it multiple times, each iteration building upon the previous one, resulting in a deeper and more meaningful understanding of the Arabic language and culture.

Instructions

Assignment Overview: In this assignment, Students will participate in an Arabic Language Immersion Day to practice their Arabic language skills and gain insights into Arabic culture. Students will have an agency over the assignment product, allowing them to choose how they want to document and share their immersion experience. This assignment is designed to align with experiential learning and open pedagogy principles. Assignment Steps:

Step 1: Preparation (Weeks 1-2)

  • Experiential Learning: Students will explore Arabic vocabulary, phrases, and cultural norms that will be relevant to their immersion experience. These resources will be provided in class and through recommended digital tools.
  • Open Pedagogy: Students will decide how they want to document and share their immersion experience. They can choose from options such as a paper, infographic, video, or PowerPoint presentation. The format is open for their creativity.

Step 2: Location Selection (Week 3)

  • Experiential Learning: Students will participate in the selection of the location for the Arabic Language Immersion Day. They will collectively choose a suitable venue to ensure an authentic experience.

     Options:

  • Explore the Worlds of Arabic Food: Yekta in Rockville, Al Amanah Market and Lebanese Butcher and Restaurant in Falls Church, and The Mediterranean Way in Washington, DC.
  • Arab Center Washington DC
  • The Jerusalem Fund Gallery Al-Quds
  • The Freer and Sackler Galleries
  • Baltimore’s Walters Art Gallery
  • Open Pedagogy: Students will consider how their chosen format (paper, infographic, video, or PowerPoint) will best convey their experiences and insights.

Step 3: Immersion Experience (Weeks 4-6)

  • Experiential Learning: Student will attend the Arabic Language Immersion Day at the chosen location. They will engage with native Arabic speakers and immerse themselves in Arabic language and culture. Practice their language skills in real-world scenarios.
  • Open Pedagogy: Continuously students will document their experiences during the immersion day. Take notes, record videos or audio, capture images, or any other method that aligns with their chosen format.

Step 4: Reflective Journal (Weeks 7-8)

  • Experiential Learning: Student will reflect on their immersion experience. Consider how their language skills improved, and what cultural insights they gained.
  • Open Pedagogy: Students will create their chosen assignment product (paper, infographic, video, or PowerPoint). Share their experiences, challenges, and newfound understanding of Arabic language and culture.

Step 5: Assessment (Week 9)

  • Experiential Learning: Student will participate in assessments that may include conversations or discussions in Arabic. These assessments will gauge the improvement in their language proficiency.
  • Open Pedagogy: Students will present and discuss their assignment product to the class. This could involve a presentation, discussion, or sharing of their chosen format
  • Grading Criteria: Students will be evaluated based on the improvement in their language proficiency, the depth of their cultural insights, and the creativity and effectiveness of their chosen assignment product. This assignment is designed to be open-ended, allowing them to showcase their understanding and experiences in a way that best suits their learning style.

Format Requirements

Assignment Format Requirements: Paper: If student chooses to submit a paper, it should be a minimum of 3 pages (double-spaced, 12-point font), not including any appendices or references. There is no maximum length; focus on quality and depth in their writing. Infographic: If student opt for an infographic, it should be designed on a single page using a tool of their choice (e.g., Canva, Adobe Spark). Ensure that it effectively conveys their experiences and insights. Video: If student decides to create a video, it should be a minimum of 3 minutes and a maximum of 5 minutes in length. Use visual and auditory elements effectively to communicate their immersion experience and cultural insights. PowerPoint: If student prefers a PowerPoint presentation, it should consist of a minimum of 5 slides and a maximum of 10 slides. Each slide should be rich in content, using visuals and concise text to convey their experiences. 

Rubric/Criteria

Assessment Criteria for Assignment #1: Arabic Language Immersion Day This assignment will be assessed based on the following criteria:

Language Proficiency (40%)

  • Advanced Proficiency (35-40%): The student effectively and confidently communicates in Arabic, demonstrating a high level of language proficiency.
  • Proficient (25-34%): The student communicates in Arabic with some minor errors or hesitations but maintains overall fluency.
  • Basic Proficiency (15-24%): The student communicates in Arabic but with significant errors and hesitations that hinder comprehension.
  • Limited Proficiency (0-14%): The student struggles to communicate in Arabic, with frequent errors and limited fluency.

Cultural Understanding (30%)

  • In-Depth Understanding (27-30%): The student demonstrates a deep understanding of Arabic culture and traditions, providing insightful reflections on their experiences.
  • Satisfactory Understanding (20-26%): The student shows a good grasp of Arabic culture but with limited depth in their reflections.
  • Basic Understanding (10-19%): The student’s understanding of Arabic culture is minimal, with surface-level reflections.
  • Limited Understanding (0-9%): The student lacks understanding of Arabic culture, with little to no reflection on their experiences.

Digital Tool Integration (15%)

  • Effective Integration (13-15%): The student effectively uses digital tools to enhance their immersion experience, demonstrating advanced technical skills.
  • Satisfactory Integration (10-12%): The student successfully incorporates digital tools but with some technical limitations.
  • Basic Integration (5-9%): The student uses digital tools with significant technical challenges, affecting the overall quality of the assignment.
  • Limited Integration (0-4%): The student struggles to use digital tools, hindering the immersion experience.

Reflective Journal (15%)

  • Comprehensive Reflection (13-15%): The student’s journal provides detailed and insightful reflections on their immersion experience, clearly expressing personal growth and learning.
  • Satisfactory Reflection (10-12%): The student’s journal contains satisfactory reflections but lacks depth or clarity in expressing personal growth.
  • Basic Reflection (5-9%): The student’s journal has minimal reflection, with limited insights into personal growth.
  • Limited Reflection (0-4%): The student’s journal lacks meaningful reflection, with no apparent connection to personal growth.

Impact on Overall Course Grade:

Assignment #1 contributes 20% to your overall course grade.

  • Your performance on this assignment will be evaluated according to the criteria mentioned above.
  • The assignment aims to enhance your Arabic language proficiency, cultural understanding, and digital skills, which are essential for success in this course.
  • Detailed feedback, including suggestions for improvement, will be provided to support your ongoing language development and cultural awareness.

License

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