Linguistic and Cultural Comparisons: Middle School African American Students Learning Arabic.

Autor/inn/en	Moore, Zena; English, Mark
Titel	Linguistic and Cultural Comparisons: Middle School African American Students Learning Arabic.
Quelle	(1997), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Standards; Arabic; Black Students; Comparative Analysis; Contrastive Linguistics; Cultural Awareness; Educational Objectives; Group Dynamics; Intermediate Grades; Junior High Schools; Middle School Students; Middle Schools; National Standards; Peer Teaching; Second Language Instruction; Second Languages; Social Influences; Sociolinguistics; Transfer of Training; Uncommonly Taught Languages + Suchen Sie Ihr Suchwort? Arabisch; Linguistics; Kontrastive Linguistik; Cultural identity; Kulturelle Identität; Educational objective; Bildungsziel; Erziehungsziel; Gruppendynamik; Mittelstufe; Sekundarstufe I; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Peer group teaching; Peer Group Teaching; Fremdsprachenunterricht; Second language; Zweitsprache; Sozialer Einfluss; Soziolinguistik; Training; Transfer; Ausbildung; Minderheitensprache
Abstract	This study investigated the experiences and behavior of eight African American students participating in an experimental Arabic second language course in an inner city middle school. Data were drawn from student and teacher journals and two videotaped class sessions, one in an early stage and one in a late stage of the two-semester course. Analysis focused on how the class met the comparison goal of the recent national standards for foreign language learning. The study gathered information on students reasons for learning foreign languages in general and Arabic in particular, growth in student awareness of cultural differences between their native (American) and Arabic cultures, student learning styles, classroom dynamics, transfer of linguistic knowledge from one language to the other, use of students as peer teachers, and students' ability to apply learned materials in real-life situations. Student progress during the course of the class is summarized, and the teacher's reflections on his experience are included. It is concluded that the extensive cultural information presented in the class made the students' language learning experience more meaningful. Contains 43 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC