Technology, Foreign Language Pedagogy and the Teaching of Critical Languages from a Portfolio Perspective: The Case of Arabic

By Habib Zanzana.

Published by The Technology Collection

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Article: Print $US10.00
Article: Electronic $US5.00

This paper provides a brief summary of the state of Arabic language learning in the US, including its strategic importance and the challenges faced by Arabic language students in the US. However, the primary goal of the paper is to propose a portfolio analytic model (criteria based) across four major dimensions of Arabic Language Learning System Assessment: (1) the scope of curriculum content, (2) language learning technology, (3) the general learning model, and (4) the effectiveness of addressing the challenges faced by US students of Arabic. The model is applied to three Arabic language learning systems for illustrative purposes: the Al-Kitaab model, the Consortium model and the Arabic PodClass. The findings indicate that the Consortium system was evaluated as being the most effective in the dimensions of content, technology and meeting the challenges particular to Arabic.

Keywords: Critical Languages, Foreign Language Education, Technology, Innovative Approaches, Independent Learners, Linguistic Competence, Cultural Competence

The International Journal of Technology, Knowledge and Society, Volume 4, Issue 2, pp.223-232. Article: Print (Spiral Bound). Article: Electronic (PDF File; 789.147KB).

Dr. Habib Zanzana

Associate Professor, Department of Foreign Languages and Literatures, University of Scranton, Scranton, Pennsylvania, USA

I am a professor of foreign languages at the University of Scranton in Northeastern Pennsylvania. I have a Ph.D.in Hispanic Literature and three Masters; one in French, the second in Applied Linguistics and the third in Spanish. I have published articles in Spanish and in French on language and literature. I have also conducted workshops on the teaching of Spanish and French languages and cultures through the use of technology and multimedia.

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