For Comment Arabic Language Courses

Proposal Form for New Courses

Completed by:  Martha Arterberry and Takeshi Sengiku

Email address:  arterber@gettysburg.edu; tsengiku@gettysburg.edu

 

This form is designed to be filled out by individual faculty members. Please enter your course information directly into this document, save the document, and then submit to your chair or program director.  The chair or program director should include a note certifying departmental approval of the proposal or include a statement on this form.

 

After consulting with members of the department about the new course, the chairs or program directors should forward the proposal to the Registrar (rcouchman@gettysburg.edu).  The Registrar presents course proposals to the APPC for acknowledgment or for approval to serve for Gettysburg Curriculum or LAC requirements.

 

Please do not use this form for First Year Seminar proposals.

 

 

1. Course Description:

 

ARB 101-102  Elementary Arabic

Elements of understanding, speaking, reading, and writing Arabic.  Enrollment limited to those who have never previously studied Arabic and upon acceptance by the Interdisciplinary Studies Committee. 

 

ARB 201-202  Intermediate Arabic

Practice in oral and written expression, grammar review, readings, and discussions of writing in Arabic.  Prerequisite:  Arabic 102 or its equivalent or consent of the Interdisciplinary Studies Committee.

 

 

2. Course Overview:

 

a. Course Name, Number, and Dept.: 

 

ARB 101-102  Elementary Arabic

ARB 201-202  Intermediate Arabic

 

"housed in" IDS

 

b. Instructor(s): 

 

Instructor of Record is Takeshi Sengiku.

 

c. Course Contents (brief reading list, topics covered, etc

 

Course Materials

 

To be purchased by students.  Estimated cost is $150.00 for the four courses.

 

Alif Baa, Introduction to Arabic Letters and Sounds (2^nd Edition) by Kristen Brustad, Mahmoud Al-Batal, and Abbas Al-Tonsi.  Georgetown University Press.

 

Al-Kitaab/Textbook for Beginning Arabic, Part One by Kristen Brustad, Mahmoud Al-Batal, and Abbas Al-Tonsi. Georgetown University Press.

 

Al-Kitaab/Textbook for Beginning Arabic, Part Two by Kristen Brustad, Mahmoud Al-Batal, and Abbas Al-Tonsi. Georgetown University Press.

 

Course Sequence 

 

ARB 101:  Elementary Arabic I

• Alif Baa, Introduction to Arabic Letters and Sounds - units 1-10

 

• Al-Kitaab/Textbook for Beginning Arabic, Part One- units 1-4

 

ARB 102:  Elementary Arabic II

 

• Alif Baa, Introduction to Arabic Letters and Sounds - as needed

                                                                                       

• Al-Kitaab/Textbook for Beginning Arabic, Part One- units 5-10

 

ARB 201: Intermediate Arabic I

                                                                                       

• Al-Kitaab/Textbook for Beginning Arabic, Part One- units 11-15

 

ARB 202: Intermediate Arabic II

                                                                                       

• Al-Kitaab/Textbook for Beginning Arabic, Part One- units 16-20

 

 

d. Prerequisites: 

 

The study of Arabic is available to students who are accepted to the self-instructional language program.  To begin the program, students must be of sophomore standing, have a 2.5 GPA, have completed the equivalent of one year of college-level language or placed into the 201-level of a language offered at Gettysburg (applications may be submitted as early as second semester of the student's first year at Gettysburg).  See application materials at the end of this document.

 

Students with previous experience studying Arabic will be placed in the appropriate level based on the recommendation of the external examiner (placement assessment can be conducted by phone and/or online). 

 

e. Contact Hours:

 

This is a self-instructional language program.  Students will receive one course credit for each course.

 

f. Course Requirements for Students and Criteria for Evaluation (Including Final Examination or its Equivalent): 

 

Students will work with the text book and audio materials independently. 

 

Conversation Partner

Students will meet with their conversation partner for 150 minutes a week (either 2 75 minute sessions or 3 50 minute sessions).  The conversation partner will be a student who is fluent in Arabic, a member of the College staff, a community member, or a faculty member whose College service commitment will include speaking with students in Arabic. 

 

Students will meet with their conversation partner in same-level groups and no more than five students will be in any one group.  The main goal of this time is to practice material already learned.  Thus the focus is using the language in context and practicing specific aspects of the language (including drills).  The conversation partner will be trained to work with the students at their various levels.  In addition, the conversation partner will work with the LRC Director to find materials related to the students' level. 

 

External Evaluator

Twice a semester, each student will be evaluated by an external evaluators.  Areas evaluated will be:

• Formulation time:  how long does it take the student to express his/herself?
• Fluency:  once formulated, is the utterance fluent or jerky and hesitant?
• Pronunciation:  Can the student approximate the pronunciation of a native speaker?
• Comprehension:  How many times does the student have to ask for repetitions?  How long does it take for him/her to understand?
• Usage:  Does the student know the appropriate thing to say, depending on the communication?
• Vocabulary:  Can the student use and understand the vocabulary studied?

 

Both the University of Maryland, College Park and Georgetown University have strong programs in Arabic, and it is likely we will be able to obtain external evaluators from their faculty or graduate students.  Estimated cost is $350-500 per visit (funds are available via a special account related to the LRC set up and they can be transferred to IDS budget).

 

g. Limitations on Student Enrollment: 

 

From a conversation with colleagues at Davidson College, we would like to cap the course to 5 students per course (ARB 101, 102, 201, 202).

 

3. Goals and Competencies:

 

Summarize your goals for students and the competencies the course is designed to help them develop:

 

(#1 and #2 were modeled heavily from the Spanish Department's goals for the minor)

 

1.  Interpersonal Communication (speaking and writing) - formal and informal conversation, providing and obtaining information, expressing feelings and emotions, and exchanging opinions.

 

2.  Presentation Communication (speaking and writing) - ability to present information, concepts, and ideas to an audience of listeners or readers on a variety of topics, usning the target language.

 

3.  Cultural knowledge - an awareness of Arab history and culture, including understanding cultural differences and appreciating "otherness." The intended outcome is  counteracting attitudes of cultural arrogance.

 

 

4.  Resource Needs:

 

a. Indicate any new library resources that the course may require. Faculty members proposing courses in new fields are advised that the library staff will be happy to set up conferences to discuss these needs: 

 

None

 

b. Indicate any new technological resources that the course may require. Faculty members proposing courses in new fields are advised that ITT staff will be happy to set up conferences to discuss these needs:

 

Some may be needed at the LRC but there is a budget to cover the expense.

 

c. Indicate any other new resources that the course may require: 

 

None.

 

5.  Curricular Issues:

 

a. Will this course meet any requirements for the department or program major and/or minor? Please explain: 

 

No

 

b.  Does this course fit into a sequence?: 

 

We have proposed a sequence of courses.

 

c. Why is the course assigned to this level?: 

 

These are introductory and intermediate courses thus the 100- and 200-level course assignments is appropriate.

 

d. How does this course connect to other parts of the curriculum? Are there other courses that it complements?: 

 

These courses provide another option for students to satisfy the second language requirement.   

 

6.  New Curriculum Requirements:

 

(If you would like this course to be considered for meeting the requirements for the new curriculum, attach the appropriate document (please see the Provost's web page for the guidelines - under Teaching and Advising/Course Proposals and Gettysburg Curriculum Guidelines).

 

            We request that these courses meet the second language requirement under the goal of local and global citizenship.  See goals and competencies in section 3.  There are no APPC guidelines for the second language requirement so we have modeled our goals, competencies, and levels along the lines of other languages offered at the College, paying particular attention to those articulated by the Spanish Department.

 

 

7.  Prior Curriculum Requirements

 

If you would like the committee to consider this course for an LAC requirement, the Non-Western requirement, or the Quantitative Reasoning requirement, provide the following information:

 

a. Consider for the following LAC requirement:

__  Arts

__  Humanities

__ Natural Sciences

__  Social Sciences

__  This course is too interdisciplinary to fit LAC criteria

 

b. Consider for:

__  Quantitative Reasoning requirement

__ Non-Western requirement

 

 

 

Thank you.  After department certification, please submit an electronic copy of this form and any curriculum requirements forms to the Registrar. 

Arabic

Self-Instructional Language Courses

 

To begin the program, students must be of sophomore standing, have a 2.5 GPA, have completed the equivalent of one year of college-level language or placed into the 201-level of a language offered at Gettysburg.  Applications may be submitted as early as the second semester of a student's first year at Gettysburg.  Students with previous experience studying Arabic will be placed in the appropriate level based on the recommendation of the external examiner (placement assessment can be conducted by phone and/or online). 

 

Please submit your application and letters of recommendation to the Interdisciplinary Studies Office by February 15.

 

Name:

 

Graduation year:

 

Email: 

 

Date:

 

Letter of Recommendation from Advisor (name):

 

Letter of Recommendation from Language Faculty Member (name):

(If not a faculty member of a language, please explain why)

 

Language level you wish to begin:  101              102       201       202

 

Please describe your personal and academic background and preparation for this program.  Include all language courses and levels you have taken in College and high school, and any information you think is pertinent, including extensive time living in another country.

 

 

 

 

Please describe the relationship of this program to your academic interests:

 

• What goals do you hope to achieve by studying your chosen language?

 

• How does this language relate to your major and/or career goals?

 

• How will this language improve your liberal arts education?

 

• How do you know that you can successfully complete a self-instructional language course?

 

Contract

 

I understand and accept that the nature and demands of a self-instructional language program are very different from those of traditional language courses, and that learning Arabic self-instructionally will require a great deal of time, energy, self-direction, and self-discipline.  Furthermore, I understand and accept that the text, CD/DVDs, and conversation partner will be my only resources, and that most of what I learn will come from them in one form or another, and from my own commitment.

 

I also understand the following:

• the S/U option is not available;
• my final grade will be assigned by an outside examiner;
• that I am 100% responsible for all learning in the course;
• that because of the nature of the program, which requires pre-planning and certain financial and off-campus commitments, there are no withdrawals from the program after the drop/add date.
• withdrawals before this date must be communicated to the Director of the Language Resource Center in writing.

 

 

 

 

 

Signature __________________________________ Date ________________

Letter of Recommendation

Self-Instructional Language Courses

 

To begin the program, students must be of sophomore standing, have a 2.5 GPA, have completed the equivalent of one year of college-level language or placed into the 201-level of a language offered at Gettysburg.  Applications may be submitted as early as the second semester of a student's first year at Gettysburg.  Students with previous experience studying Arabic will be placed in the appropriate level based on the recommendation of the external examiner (placement assessment can be conducted by phone and/or online). 

 

Please submit your letter of recommendation to the student in a sealed envelope.  The student will submit it to the Interdisciplinary Studies Office by February 15.

 

Applicant's Name:

 

Faculty Member's Name:

 

Faculty Member's Email:

 

1. How long and how well have you known this student?

 

2. Briefly describe the student's academic performance, specifically with respect to oral, aural, reading, and writing skills.

 

3. How might the student be expected to perform in terms of motivation and self discipline?  Do you think the student will be able to participate in and successfully complete a self-instructional language program without the usual guidance one finds in traditional language courses?

 

4. Please rate the student on the following:  1=Excellent, 2=Good; 3=Poor;  DN= Don't know

 

Adaptability ____________

 

Cooperativeness _________

 

Motivation ______________

 

Self-Discipline___________

 

Emotional Stability________

 

5.  Please use this area for further remarks that would inform the committee about the applicant's qualifications.  Thank you for your assistance.

Arabic Language

Self-Instructional Language Program

 

This proposal is to establish a self instructional language (SIL) program that will allow students to learn Arabic for credit.  Self-instructional language programs are typically used in colleges and universities to allow students the opportunity to learn less commonly taught languages.  The College is a member of The National Association of Self-Instructional Language (SIL) Programs.  Since 1974, this association had regularly produced materials for SIL.  Takeshi Sengiku, the Director of the Language Resource Center, contacted the NASILP Secretariat to inquire about model schools that offer Arabic.  He was referred to programs at Davidson College, Grinnell College, Georgia Perimeter College, and California State University, Stanislaus.  In crafting a program for Gettysburg College, we paid most attention to the programs at Davidson and Grinnell Colleges.  Grinnell's program has been in effect since 1983, and they have the most complete website of all the schools (see www.grinnell.edu/academics/also/).  Davidson also has a nice website with clear guidelines for students (see www.davidson.edu/academic/sil/Study_Guide.html).

 

This program will be implemented in collaboration of the Language Resource Center Director (LRC) and Interdisciplinary Studies (IDS).  Students will apply to take these courses and, once accepted, they will work weekly with their textbook and audio materials in addition to meeting with a native speaker (called a "conversation partner").  The conversation partner is either a student on campus or someone from the community and he/she is paid.  Twice a semester, at midterm and at the end of the semester, the students' competency is evaluated by an outside examiner.  The examiner is someone who is a qualified instructor of the language in an established university level program, and he/she assigns the final grades.

 

The Interdisciplinary Studies program will house the curriculum and oversee application review.  In addition, IDS will select and schedule the external examiner(s).  The LRC Director will select and train the conversation partner(s), monitor ongoing activities of the students and the conversation partner(s) by receipt of weekly progress reports, and by allowing space in the LRC for the partner(s) to meet with the students and the external examiners to do their evaluation.  The instructor of record with be Takeshi Sengiku, who will assign the grade recommended by the external examiner. 

 

Catalogue Copy

(To be placed under Interdisciplinary Studies)

 

The study of Arabic is available to students who are accepted to the self-instructional language program.  To begin the program, students must be of sophomore standing, have a 2.5 GPA, have completed the equivalent of one year of college-level language or placed into the 201-level of a language offered at Gettysburg (applications may be submitted as early as second semester of the student's first year at Gettysburg).  Applications are available on the Language Resource Center web page.  These courses may not be taken S/U.

 

ARB 101-102  Elementary Arabic

Elements of understanding, speaking, reading, and writing Arabic.  Enrollment limited to those who have never previously studied Arabic and upon acceptance by the Interdisciplinary Studies Committee. 

 

ARB 201-202  Intermediate Arabic

Practice in oral and written expression, grammar review, readings, and discussions of writing in Arabic.  Prerequisite:  Arabic 102 or consent of the Interdisciplinary Studies Committee.

 

See Course Approval Form for more information about these courses and the procedures for a self-instructional language program.

 

 

____________________________________________________________________

Letter indicating approval of these courses:

 

11/22/05

 

Dear Martha and Takeshi,

 

The IDS Committee met on November 21^st and approved the proposed program in Arabic Studies. The committee found the proposal to be well planned, workable and is excited about the prospect of the program's implementation at the College and being housed under IDS. Thanks for all of your work in putting together the proposal.

 

Sincerely,

 

Rob Bohrer