Thursday, April 10, 2014

corrections for session 4

Those taking standard Arabic classes (CALP- Cognitive Academic Language Proficiency) will find my rhetoric confusing. I have informally studied Arabic in an attempt to communicate with native speakers using  BICS(Basic Interpersonal Communication Skills).

For those interested in the social and cultural significance of my word choice in the passage, I will begin to decode and explain its meaning and cultural implications at the end of the post.

Below: Original and modified post with corrections. Introduction, specifically in a Saudi -Arabic dialect.
Notes: My writing is significantly faster than my speaking. Root words in Arabic make it easier to decode and decipher sentence( كتاب book ، اكتب write). Over- indulgence of انا -Could possibly be a reflection of individualistic culture in my writing. Hypercorrection and overgeneralization : tendency to apply grammatical "rule" or correction to all words. Need to remember to look for exceptions and focus on context.
(For more info. refer to Chomsky, Universal Grammar)

Progress.....

هلا يا بعدحي
.اهلين، انا اسمي شانون.... شانون اسم صعب...ناديني شوشو .شوشو بعد سهل
بكره، انا سوف اشاهد كرة القدم في التلفزيون. يعني انا احب الهلال لاني احب سكسوكة ياسر القحطاني
  صحيح، السكسوكه حلوه لكن الشكشوكة بعد حلوه. امس اناطبخت بيض و ثوم و طماطم. 
ايضا، انا صنعت القهوة وشاي دم غزال 

انا احب السفر.ذهبت الى مصر.ذهبت الى السوق. اشتريت عصير مانجو. مره حلو !!ا
 .بعدين، ركبت على الجمل. اناسوف اذهب الى البر و اشاهد صقر ابيض

 انا احب استمع الى الاغاني.استمعت الى ماكلمور. هو من واشنطن-شمال غرب.انا ايضامن شمال غرب،يعني انا من ورغون
انا احب ورغون و كالفورنيا، يعني امريكي حجازي. انا  ذهبت الى كالفورنيا و ذهبت الى استراحه زيتون.
انا اكلت كثير من الزيتون.

.اليوم، مشمس جداََ. بعدين، انا سوف آذهب الى ستاربكس و انا سوف اشرب موكا فرابوكسينو
. بعدين انا سوف اكمل واجباتى

-----------------------------

هلا يا بعدي


اهلين، انا اسمي شانون.... شانون اسم صعب...ناديني شوشو .شوشو بعد سهل
بكره، اناسوف اشاهد كرة القدم في التلفزيون. يعني انا احب الهلال لان احب سكسوكتك ياسر القحطاني.
  صحيح، سكسوكه حلو لكن شكشوكة بعد حلوه. امس اناطبخت بيض و ثوم و طماطم. 
ايضا، انا صنعت القهوة وشاي دم غزال 

انا احب السفر.ذهبت الي مصر.ذهبت الي السوق. شتريت عصير مانجو. مره حلوه !!ا
 بعدين، ركبت علي الجمل. اناسوف اذهب الي البر و اشاهد الصقر ابيض

 انا احب استمع الغاني.استمعت ماكلمور. هو من واشنطن-شمال غرب.انا ايضامن شمال غرب،يعني انا من ورغون
انا احب ورغون و كالفورنيا، يعني امريكي حجازي. انا  ذهبت الي كالفورنيا و ذهبت الي استرحه زيتون.
انا اكلت كثيرا زيتون.

اليوم، مشمس جداََ. بعدين، انا سوف ذهب الي ستاربكس و انا سوف اشرب موكا فرابوكسينو

بعدبعدين انا سوف اكمل واجبات.

I selected the greeting, "hala ya b3d hey",  for it is used in northern Saudi  and most commonly associated with the Alshammari tribe. It can be used by other native Arab speakers, but is mostly used as a social identity marker within the Alshammary tribe and  those that identify w/the northern region, specifically the city, حائل. I have also observered non-northern / non Alshammari tribes use ya b3d hey. The context  in these situations was to demonstrate and identify with other speakers of bedoin roots.  

"ya b3d hey" is also heard from from those in Kuwait and in Iraq (southern region). I can usually distinguish the speaker's background from their word choice and through the other words used in dialogue- context of the convo. Example, "ya b3d hey" followed by "shlonich" as opposed to "ya b3d hey" followed by "shlonik". The use of ج (jim-ch sound at the end of words) is placed on many endings of words when talking to individuals from Kuwait. This is not always the case, for in some areas in the Gulf region ج endings are placed when the receiver is female . Example- M speaker to F receiver: How are you? كفيج "kayfich" instead of "kayfeek" كفيك .

However, one can usually decode the origin of the speaker from the usage of supporting words and context of the dialogue. Word choice, deshdasha(kw) vs. thobe(ksa), duwaniya(kw) vs istra7a(ksa). Even the stress and emphasis on certain letters, can help in learning about the origin of the speaker ( example hard ط of 5leej vs soft ط almost becoming a ت of Shams countries).

Knowing the origin of the speaker can be useful when establishing trust and is useful in understanding the way the speaker views and interacts with the surrounding environment.

Note: Many Arabs are cognizant of the difference of word choice and may code switch in certain circumstances. To "fit in" there is an attempt to subscribe to the local culture and language. Example, a Saudi from central region may intentionally use the word ويد instead of كثيره when conversing with an Emirati and an Emirati may intentionally code switch to واجد when conversing with a Saudi from the central (najdi) region. The aspect of "pride", nationalism, saving face are important social constructs in the Middle East. I have found it easier to establish mutual respect by communicating in the language that the receiver feels most familiar and comfortable with.


I discuss Alhilal, a popular soccer team in Saudi with fans concentrated in the Najdi, central region. Usually if one is from Hijazi, western region one would identity more with Ittihad soccer club. The concept of soccer(called football) is tied with stigmas, social identity, and "saudiness". In comparison to other GCC countries, S3odi can be seen as culturally, linguistically, and ethnically homogenous.  However, there is a large immigrant population and individuals that carry multiple cultural identities. They are predominantly concentrated in the Jeddah(hijazi) or Alkhobar (alsharqia) regions. The notion of tribes and belonging to a tribe is culturally significant and is even used in establishing in-group/out-group dynamics in sporting events and social functions. Since Ittihad is in the western region and the denizens demographically are more ethically diverse, rival team fans may call someone 110 vs 220, where 220 is "pure" with identification with a tribe in comparison to 110 meaning mixed. Please note that this is an offensive  term and should not be used lightly and would better to never be used in any context. How one will perceive the comment is dependent upon the closeness one is to the individual and the social context of the situation. Thus, there are often instigating remarks at soccer matches or online forums (one team trolling the other) by calling the Ittihad team 110, mixed, people from the sea, and other terms that insinuate an "outgroup" comparison.

Tribes, family name, and in-group out-group is important to many collectivist cultures. One may reply in informal conversation و نعم after introductions.
 I would describe it as vocal emphasis and acknowledgement of the speaker's name. I have not heard it in formal conversation. Also, it is more commonly spoken with those that identify with bedoin roots.
Example: Two male speakers.
Speaker A: هلا،انا نواف ابن نايف العتيبي
Speaker B: اهلين، و نعم
Speaker A: ما عليك زود
Speaker B: خخخخاي شلونك يا آخوي؟



Also, I mention Yasser Alqatani, a notorious soccer player(notorious for a rumor has circulated that he was caught in the istra7a conducting in socially inappropriate behavior). He is a player that is popular w/both men and women.  I personally do not know much about Yasser and expressed my like for his "saksooka".The saksooka is the facial hair similar to a goatee that men sport. I express liking shakshooka, an egg breakfast dish that is similar in spelling and phonetic sound to saksooka. سكسوكه.. شكشوكه  ش س


- I mention making tea "blood of the gazelle". In some regions this descriptor is used to demonstrate that one has mastery over tea(chai) making skills.
- White falcon. White falcons are associated with prestige and are significantly more difficult to catch and more expensive in comparison to other falcons. 
-I describe Oregon as American hijazi, comparing the western part of the USA to the western part of Saudi. One will understand what I am trying to communicate, however it is awkward to compare "hijazi" and label the west coast as American hijazi. Once again, an example of how language translation is difficult when acquiring L2. Cultural factors, context, and what is signified by a word change the meaning and influence how language is communicated and decoded.
- I visited an olive farm in northern Cali. It was a farm that produced and sold locally and would promote olive products by allowing visitors to olive tasting events and visit the farm for social functions. This type of farm is similar to vineyards that open on the weekend and allow picnics and wine tasting. Many farms in Oregon and Cali encourage local interaction and have this type of atmosphere. The word for farm in Arabic does not signify the image and meaning I wanted to express. I explained it as an "olive istra7a". This sounds awkward and makes no sense to a native Arab speaker. In an attempt to circumvent language barriers, I at time create my own words to try to explain American cultural aspects. 

- I would like to note that all comments I make are from an observational standpoint. A popular saying in Arabic is " not every finger is the same".  My observations come from my limited exposure to a culture and those that subscribe to certain social constructs within this culture.

- I use my rhetoric as an attempt to communicate and introduce myself in the Saudi context using BICS.
My intent was to be light and intertwine culture and humor.  What is seen as humor or funny  is subjective and one must take precautions in order to not offend. I have encountered the use of alliteration in humorous situations : " don't be مسكينه be سكينه", thus why I included saksooka/shakshooka.

I have encountered other Americans that have expressed that their interactions with specifically Gulf region Arabs are stoic and never laugh. There was also a comedy our in 2011 with the soul purpose of undermining stereotypes. This tour was successful in some countries while met more difficulty in the Gulf region. I believe cultural sensitivity is needed. For example, a "your momma " joke would be taken very offensively in the Middle East. Also, political jokes are best to be avoided in a region that is politically volatile.

There are certain cultural aspects that cannot be described or understood through an ethnocentric eye. One has to remove their L1 and L1 culture and observe from a L2 linguistic and cultural standpoint. How does one explain the cultural significance of "chai?" When one enters the majles tea will be offered. This cannot be compared to the social norm of offering water, tea, or coffee to guests in American culture. There is no direct comparison.

How does one explain " علي خشمك\ علي خشمي" or "من عيوني" ?
I can state that 3ly 5shmy means " on top of my nose" and is commonly used as a response to someone close when they ask for a favor- meaning I will do whatever it is, no matter what. However, that only touches the surface of meaning. 

Wednesday, April 9, 2014

Sun & Moon

شمسية
ت ث د ذ ر ز س ش ص ض

قمرية
ب ج ح خ ع غ ف ق ك م ه و ي
  • بارد cold
  • حار hot
  • غائم cloudy
  • مطر rain ممطر rainy
  • ثلج snow مثلج snowy
  • مشمس sunny
  • عاصف windy
  • دافئ warm
ماذا تعني؟
what do you mean?

ماذا يعني هذا بالعربية؟ 
what does that mean in arabic?
- this would not be used for asking what a word is in translation. It is for meaning. Thus, it would be used for if one wanted to know the meaning of " paint the town read" in arabic.

ماذا تعني هذه الكلمة بالينجليزية؟ 
what does that word mean in English?

Questions:
  1. why does it change from هذا to هذه ?
It changes b/c "word" is F, thus female form هذه must change to F form.
y3ni changes to t3ni for the same reason.

I believe the reason I was confused about this is because I am used to constructing sentences with pronouns at the beginning of the sentence, and basing if my words should be F/M from these pronouns. Thus, when the sentence did not start with a pronoun I was confused on why the sentence would be F/M.



Tuesday, March 25, 2014

Practice ...

vocab:

  • airport مطار
  • visit زياره
  • fell from my eyes طحت من عيني
  • dl3 for men مدلع



Get along with
ينسجم
ينسجم بسهولة

My sister gets along with others
أختي تنسجم بسهولة مع الآخرين 

" Don't allow others to control the direction of your life."
- لا تسمح للآخرين بالتحكم في اتجاه حياتك -


  • تسمح allow/authorize
  • اتجاه direction
  • حياتك life(your)

Utterly = تماما 

We are utterly different from each other
نحن مختلفون تماما عن بعضنا البعض 


Devoid of = خال تماماً من 

His text is devoid of feelings
رسالته النصية خالية تماما من المشاعر !!!

  • انا أشعر بالجوع I am feeling hungry
  • باكل شي I want to eat
  • لا استطيع الطبخ  I can't cook
  • انا سارح المطعم عربي   I will go to an Arabic restaurant
  • انا افكر بابَ غنوج احسن وحده  I think baba ghanooj is the best of the best
  • انا كلت فلافل و مشوي باذنجان و فول مصري و يوسف فندي I ate falafel, grilled eggplant, egyptian fool, and a tangerine.
  •  انا كلت حلويات. انا كلت بقلاوة و حلاوة طحينيه. For desert I had baklava and white candy


​*  و and او * 
Changes only for negatives 

I like coffee and tea.             
        أحِبُّ القهوةَ والشايَ.

​​Neither do I like coffee nor tea
لا أحِبُّ القهوةَ أوالشايَ.      




Friday, March 21, 2014

Sneezing

When one sneezes:
  1. الحمدالله
  2. يرحمك الله May Allah have mercy on you (رَحْمَه =mercy)
  3. يهديكم الله ويصلح بالكم  May Allah guide you for correct thinking
  4. يرحمكَ (M) يرحمكِ(F)
Vocab:

  • فكر - ideology فكره- idea تفكير-thinking
  • فيه كلمة غيرها  Is there a word different than this
  • العمر كله After someone states their age              
  • انا بطله I am the champion 
  • انا احسن وحده I am the best of the best
  • مُدَوّنه Blog
  • مُدَوّنتي My Blog
  • احاول أنام Try to sleep

  • ماذا what?
  • من who?
  • اين where?
  • متى when?
  • كيف how?
  • كم how?(much/many)
  • لمن whose?
  • لماذا why?


سحقآ لك  screw you
قصيد poem
لا استطيع الطبخ I can't cook
كدش Afro
امحق 
عسل علي قلبك
متكيه  Shabab style sitting in majles
 حلاوة طحينيه the "white candy" I love(halva/halawa) Note* extremely calorie dense counterproductive to fitness goals, yet amazing in taste. 
حظا موفقا good luck
غيّر الموضوعchange the subject

Tuesday, March 18, 2014

Progression...


I am turning this blog in to a place I can post new words as I acquire Arabic. I prefer typing to writing and the blog gives me a platform to access my newly acquired vocabulary at anywhere. I will keep it open since a few individuals learning Arabic asked me to do so.

Random words of the week:


  • rude: وقح
  • charity: صدقه
  • literature, plays: أدب  مسرحية
polite: هي كانت غير مو دبه(she wasn't polite) محترمه=مودبه (F)
  • fun: مرح
  • amazing: عجيب
  • next week: الاسبوع الجاي
  • chat-اسولف
  • phone(mobile): جوّال
  • mingled with: اختلط مع

اختلطني (f) اختلطت(m)

  • thinks he is 'all that': مهايطي
  • Used to imply the person is "aloof" or pretending to not care مسويه نفسك ثقيله يعني  Important to note that ثقيله means heavy but not as in weight.

  • Comparisons: مثل\ك
جميلة مثل القمر=جميلة كالقمر

  • I have previously used ذهب for go(past) يدهب(present) سأذهب(future). 

ذهب=رح
ذَهَبْتُ= رحت (female)
ُرُحْت= past tense( used for m+f)
انا ذهبت المصر =انا رحت المصر
راح= When talk about someone else(m)

Example: انا رحت مصر


  • انا كتبت-انا اكتب(past tense- same rule as previous blog post +ت)

انا سآكتب - like سوف (future tense)

Example:انا اريدك ان تعلمني عربي I want u to teach me arabic




  • مشاعر Feelings in general. For the usage w/m+f = +ي 

مشاعري


  • ذكرتي- You remembered(for F). For M take away ي.

ذكرت (for M)


  • زعلانة can turn to زعل ( refers to being upset)

  • تحبها (M) تحبينها(F)  added ين ..... don't fully understand this rule yet
Example: هوماعنده سالفة (m) هي ماعندها سالفة(f)
It doesn't completely make sense to me. Why not include a ين. 
Why can't it be هي ما عندينها...

  1. باكل شي= I want to eat something. Why با ?
Answer: ب is slang في
بروح=سأروح=أروح









Tuesday, June 18, 2013

Reflections

Reflections:

I have never thought about how I learn language, or looked at my language learning metacognitively. Since I have been trying to learn Arabic when I have free time, I had somewhat of a system that worked for me. Learning words like through drills and memorization has both been incredibly boring and non effective. I tried it at first to learn Arabic, as you can see from a previous blog post I started dating back to Oct.2012, and I found that method to be ineffective. For  me to learn I must construct language and meaning on my own, and my teacher would be a guide correcting or helping me discover the next level  in the language learning process. The vocabulary words were not taught through drills, but I learned them as I constructed the sentences that I wanted to communicate.

This did not always work out well, and I would get frustratered and apprehensive. A little apprehension is fine and motivating, but too much apprehension is frustrating and overwhelming. When I would have that moment of clearity that moment many discribe as the " aha" lightbulb moment, then I would feel motivated and accept that apprehension is just part of the process, and a build up before the break through moments.

I was initially very motivated to learn Arabic. My first sessions went very well, and I was looking at how I would notice patterns in the sentences and apply or over apply the patterns I would notice in sentences I would construct. There was a point that I did not want to focus on the grammar anymore. I just wanted to communicate and speak to express myself. The piece I wrote in the 4th session was not grammatically perfect, but my teacher understood what I was trying to communicate. The purpose of language is to communicate, and I felt most motivated when I could communicate what I want. This goes with what Brown(2000) has discussed as social interaction and language development where " the function of language in discourse.....language is used for social interactive communication"(p.29). If you go to my 4th session you may see the play on words I tried to add in the blurb about myself. There is a similarity in how shakshooka( the egg dish) and saksooka( the facial hair) sound. When I shared this blog with my girlfriends who are from Saudi we all laughed and our bond and friendship grew. It is this social connection and interactive communication that helped fuel my motivation.

My language learning composed of interactional and personal functions. I wanted to express to my teacher my frustration with the small gas tank on my car. Language learning is a personal function that " allows a speaker to express feelings, emotions, personality, "gut level" reactions"(Brown, p.251). Since my speaking skills are not as advanced as my written skills I used a lot of code switching in my speaking skill. Code switching can be used by, “learners in the early stages of acquisition.... might code switch-use their native languages to fill in missing knowledge”(Brown, 2000, p. 130). When I am speaking and I don't know a word I would just fill in the word with a word I know. I have a large vocabulary, but often a sentence I want to say would be just out of the level I could reach. I can say I am going to bed, but I do not know how to say it is late. Thus, I would say " It is late" in English, and add "it is (specific time). I am going to bed. I am tired." I would try to communicate as close as I can to the sentence I wanted to say.


Along with that is the realization that I was not just learning Arabic, but being more engaged in the culture. There are certain word choices and ways you construct the sentence that I cannot describe exactly, but it is a flow that my mind would pick up as I was speaking or writing. You learn that this flow is part of both the language and culture. Brown(2000) discusses language learning as both learning the language and the culture: “ learner brings not just two languages into contact but two cultures, and in some sense must learn a second culture along with a second language”(p.142). The culture aspect is evident in my 4th session as well. I described my tea as " the blood of the gazelle". In Arabic, that is the color you want your tea to be. So, I was conveying the message that my tea is " the best" it is  the right color that an expert chai maker would make. To an American or an outsider, gazelle blood tea sounds awkward and disgusting. My teacher understood what I was trying to say and the meaning of my sentence that is connected deeply to both the Arab culture and Arabic language.


In my later sessions, I wanted to focus on oral communication. Each session I decided what I wanted to learn and I had complete control of my learning. My teacher would suggest topics but I was very much in charge of my own learning. Brown(2000) expresses the importance of autonomy stating: “ one of the most important goals of language teaching should be the facilitation of that autonomy”(p. 130). I know in a classroom setting you cannot always allow the students to choose whatever they want, but I noticed in my own learning feeling in charge of my language progress made me feel confident and more motivated to continue.

Also , with the later sessions there was a bridge I feel had been crossed where I can effectively communicate almost anything I want through writing, and I wanted to cross this same bridge with speaking. My oral Arabic skills are not as proficient as my writing skills, but my success in the writing has given me more confidence to take risks and pursue oral communication.

I noticed that I was able to learn more when I stopped focussing on getting my sentence right, or translating my sentence word for word from English to Arabic. There is a mental space I try to go to, where I try to let the language flow and go with what " sounds right". I was not always correct, but my focus was not on the getting it perfect, but being understood.  In the earlier sessions you will notice that I  mentioned Brown(2000) discussion about systematicity and variability. I am no longer in the very beginning stages of Arabic, where I often used imitation but now that I am noticing patterns I try to apply the patterns and often over apply them. Variability deals with when one over applies the patterns and rules and must learn that there are irregularities in language for example the "knowledge between regular and irregular verbs"(p.37). I would often( and still do) notice patterns, apply them, then have my teacher explain that in this case it is different because of blah, blah, blah. I would learn the irregularities but still repeat the pattern mistakes, because it is much easier to remember one pattern for a certain group of words rather than remember every individualized aspect of the language. As I mentioned earlier, I tried to focus more on conveying the meaning than on the small details. It is a process, and the more I progress and am able to express myself, then I am able to fine tune the syntax of the sentence.

In order for me to complete this project, I had to ask some people to stop reading my blog. They would send me messages to correct a certain sentence or focus on the little grammatical mistakes. I found that being told I am "wrong" constantly, decreased my risk taking abilities in language. I am usually a very extroverted person as my personality traits, and would take risks: " learners have to be able to gamble a bit, to be willing to try out hunches about the language and take risks of being wrong"(Brown, 2000, p. 149). I even took the test on pg. 136, and scored highly on  " I am not conscience of myself when I speak" and not afraid to make mistakes. However, when I get little corrections on every single sentence it prevents me from taking those risks. I hold back, because I don't want to be told I am wrong on every single little aspect of the language.

People have been giving me compliments about how my language as improved so much. This made me think that I am effectively understanding the way I learn. However, I would like to discuss some difficulties that I had with my language instruction. As I mentioned, I decided what the session was about and my teacher and I had a common understanding that my focus is to learn the grammar but most importantly construct meaning that could be understood. When I wanted to practice speaking my language teacher told me to listen to the Quran(Quran and news are the only two sources that use classic Arabic the rest being dialects). The problem is the reciters of the Quran  speak very fast, come from different parts of the world, have different  accents: " defferences in pronunciation between one variety of a language and another"(Chaika,2008, p. 247)  and as a beginner they sound different. To my language teacher they sound the same. I understand my teacher's voice and his pattern of speech. When I listen to outside sources I often feel lost compared to listening to my teacher. Chaika(2008) discusses the tempo of language :" students learning a foreign language often find that it seems spoken to rapidly at first"(p.67). I understood my teacher's style of speech, tempo being one of the aspects of style, and found it hard to follow with the reciters.

Implications:

Last term, I did a research project that looked at motivation in writing and second language acquisition. The students discussed that they would write more on subjects that interested them, or one girl expressed her desire to communicate her personal situation to her classmates.

When I was learning Arabic, I realized how much language learning is about communication of interests, desires, likes and the need for it to be relevant. I had such passion to communicate my story my likes  in the 4th session that I enjoyed it and did not even see it as "learning". Theorists have discussed how younger children pick up the conversational language faster than adults. I can see why, and the classroom should formulated in a way that the grammar concepts are being woven into the students interests.


I have been learning a lot about the flat classrooms in my other courses. I had a setup similar to the flat classrooms. I would use the session time doing "homework" and working through problems, and would use homework time researching on my own or in my case using google translate or my arabic dictionary. For me, this worked very well. I was in complete control of my learning. I would construct sentences that I wanted to learn or I will use in the future, and during the session time my teacher would guide me through corrections. There are times when I could not be "guided" and things had to be explicitly explained, but for the most part I was able to figure out how to construct the sentences.

In an ESL classroom, the kids are at various levels so different teaching methods would have to be in place. I do favor inductive reasoning to come to language rule conclusions and language learning over deductive reasoning, but I used both in my sessions.
I think there are times when apprehension maybe too high, and deductive teaching can be reassuring. When I kept formulating my own rules and patterns and would sometimes get it wrong multiple times, I just wanted it explained explicitly.

One aspect that worked well that I would use is modeling. My teacher would model a sentence and I was able to use that to construct more sentences. When I would get confused I would go back to the modeled sentence as my support. Modeling doesn't always solve all the language learning problems, there are always exceptions to the modeled sentence. However, it decreases the level of apprehension.

Positive feedback was beneficial to my success, and for all language learners. This experience though showed me that more importantly than positive feedback is when your idea or thoughts are effectively communicated. I felt more excited when my teacher understood my sentence and what I was trying to say, then I did when he told me "good job".  I think echoing techniques, or even expressing that you understand what the language learning is trying to communicate is the most effective way for support. In addition, when I was finished I went back to an Arabic lesson book that I have. I remember looking at it and it would appear so difficult that I didn't even want to open it. As I flipped through the pages, my self esteem grew,  I could understand everything almost, or have a basic understanding of what was happening on each page: "people derive their sense of self esteem from the accumulation of experiences with themselves and with others and from assessments of the external world around them"(Brown, 2000, pg. 145). Thus, in a classroom there can be strategies in place to increase student's self esteem. A portfolio that allows students to watch their progress and language learning may increase self esteem, similar to how I looked back at the old text book and felt proud of my progress.

Along with this aspect of support, is discouragement. After my sessions I was excited to share what I have learned and  I thus shared my blog to others. While I gained support  , many people tried to discourage me by saying, " the Arabic language is too hard to learn".  As an adult, I am able to shut off those negative voices. I think what if my students are receiving negative feedback? How can I facilitate and environment of support? This also reminded me of my case study where one of the students expressed that she doesn't like writing because she doesn't want people to make fun of her. These judgements from others prevent the learners from reaching their potential. I was thinking that in the classroom perhaps students would have to give a compliment sandwich ( positive feedback, critical feedback, positive feedback) when dealing with one another.


Future implications....

I plan on continuing learning Arabic. My teacher has agreed to help me the best he can. I also plan to update my other blog that has conversations between me and others as I learn Arabic. I will continue to keep posting, for it serves as a log and progression of my Arabic skills and more importantly I can reflect on my  learning and learning strategies over a longer period of time.

Log of Hours:
1 1.5
2 1.5
3 1.5
4 1
5 1.5
6 1

8 hours


Brown, H. D. (2007). Principles of language learning and teaching, 5th edition. EnglewoodCliffs, NJ:  Prentice Hall Regents.
Chaika, E. (2008). Language: The social mirror, 4th edition. Boston: Heinle and Heinle.

Session 5+6


Session 5:

I focused on speaking arabic. I have learned many of the grammar rules and have constructed sentences, I can type to friends and people give me positive feedback often saying " wow, you know so much Arabic!!" When I am writing them, I can look up a word i don't know very quickly and insert it in the sentence. Thus, writing in Arabic is much easier for me than speaking.

When I speak, I come to a word I don't know and I look it up. I then try to say the word, sometimes mis pronouncing it or using the wrong form of the word. People don't always understand me when I am speaking. I can write the exact same sentence and they will understand me. It is very frustrating!!

For session 5, I wanted to practice speaking. Since I am learning the classic Arabic there are only two places that this really spoken: The Quran and the news.

I took a surah from the Quran and practiced reading it to my teacher. He would correct me if I had errors. Before I read it to him, I listened to the reciters to listen to how it is supposed to sound. I would go line by line, and I believed I was not saying it right. However, my teacher said I was doing just fine. I think this might be my desire to say it perfectly just like the reciter vs. saying it correctly that could be understood.

Session 6:

Session 6, I decided to do an activity similar to session 4 but orally. I would just talk to my teacher, have a conversation. If I didn't know a word I would ask.  It was so difficult for me. I KNOW what i want to say, I have it in my mind but I would have to pause and think how to say it. I would think in English what I want to say, then remember the rules of Arabic or the differences of the language and then piece together the sentence. Once I figured out how to say it, I would fill in the words I dont know with words  I did know that are as close to what I am trying to say as possible. For example the slang word for someone who is trying to be funny( but not necessarily is funny) is "smajah". I use this word for someone who is funny as well since I don't know the word for funny.

I cannot say everything I want to say so, I tried to avoid words by using fillers. I wanted to say my car has a small gas tank. I pieced together a sentenced resembling " my car has small petroleum thingy" - Not exactly what I wanted to say, but what I could say based on my ability. The point was that my teacher understood what I was trying to say.