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Full-Text Articles in Modern Languages

Arab 202: A Peer Review Of Teaching Project Inquiry Portfolio, Abla Hasan Jan 2017

Arab 202: A Peer Review Of Teaching Project Inquiry Portfolio, Abla Hasan

UNL Faculty Course Portfolios

This project examines the impact of adopting a text book of teaching Arabic for nonnative speakers that doesn’t use any English. The project targets “ARAB 202”, second year Arabic, since this course has already used a text book that uses English for instructions and grammar for 3 semesters, ARAB 101 , ARAB102, ARAB 201 and before the new curriculum was available in the market. Students of ARAB 202 will be the first to experience the switch to the new curriculum and therefore can be the best to evaluate the experience. For the project, students were asked to complete a pre-course ...


Modl: 398: Women In Quran—A Peer Review Of Teaching Project Inquiry Portfolio, Abla Hasan Jan 2016

Modl: 398: Women In Quran—A Peer Review Of Teaching Project Inquiry Portfolio, Abla Hasan

UNL Faculty Course Portfolios

This project highlights the experience of teaching Quran as a literature through MODL 298: “Women in Quran”. This course is an attempt to read Quran as a diachronically approached literature and discover what would the analytic, linguistic as well as the critical study of both the Qur’anic text and its exegesis reveal when it comes to feminism and gender issues in Islam.


Arab 102: First-Year Arabic Language—A Peer Review Of Teaching Project Benchmark Portfolio, Abla Hasan Jan 2015

Arab 102: First-Year Arabic Language—A Peer Review Of Teaching Project Benchmark Portfolio, Abla Hasan

UNL Faculty Course Portfolios

Goals of the class are derived from goals nationally recognized and agreed upon for low intermediate Arabic learners .This systematic consistency with the nationally recognized standards -albeit can be more challenging- insures students' ability to pursue national major programs in Arabic or their ability to compete for national grants, scholarships and study abroad programs. The standers adopted by ACTFL and STARTALK equally consider the linguistic as well as the cultural content of teaching Arabic. These standers known as the five C's are: Communication, Cultures, Connections, Comparisons, and Community. The cultural content of learning Arabic is part of the international ...


Pedagogía De Hablantes De Herencia: Implicaciones Para El Entrenamiento De Instructores Al Nivel Universitario, Lina M. Reznicek-Parrado Jun 2013

Pedagogía De Hablantes De Herencia: Implicaciones Para El Entrenamiento De Instructores Al Nivel Universitario, Lina M. Reznicek-Parrado

Theses, Dissertations, Student Research: Modern Languages and Literatures

This study researches the differences in pedagogical needs between learners of Spanish as a Foreign Language (FL learners) and learners of Spanish as a Heritage Language (HL learners) at the university level. By using the UNL Modern Languages and Literatures Department as an illustrative case and based on an analysis of the Heritage Language student profile in the context of the United States, this study seeks to explore arguments in favor of providing training for university-level instructors of Spanish that responds to the specific pedagogical needs of Heritage Language Learners.

The relevancy of this study is not only based on ...


Span 300: Advanced Reading And Writing In Spanish (Special Section For Heritage Speakers)—A Peer Review Of Teaching Project Benchmark Portfolio, Isabel Velázquez Jan 2013

Span 300: Advanced Reading And Writing In Spanish (Special Section For Heritage Speakers)—A Peer Review Of Teaching Project Benchmark Portfolio, Isabel Velázquez

UNL Faculty Course Portfolios

This is an course portfolio which inquires into an undergraduate class designed to develop the academic reading and writing skills of bilingual students who grew up in Spanish-speaking households and received all or most of their schooling in English.


French History Textbooks As A Tool For Teaching Civilization, Thomas M. Carr Jr. Oct 1985

French History Textbooks As A Tool For Teaching Civilization, Thomas M. Carr Jr.

French Language and Literature Papers

The recent controversy in France over the new history textbooks based on the reforms promulgated under René Haby in the middle 1970s can serve as a reminder of the many uses such textbooks can have in our civilization classes. In the past ten years the Haby programs have become the symbol for what many observers in France take to be a serious weakening of the teaching of history since the late 1960s. At the primary level, history was joined to geography and the sciences as an activité d'éveil; no longer was it the privileged instrument for fostering national identity ...


The Visual Arts In The Civilization Classroom, Thomas M. Carr Jr. Feb 1983

The Visual Arts In The Civilization Classroom, Thomas M. Carr Jr.

French Language and Literature Papers

Although the visual arts have long been a feature of civilization courses, instructors do not always exploit their full potential. This paper presents a checklist to help teachers identify the relevant aspects of the arts for study. Its goal is to facilitate comprehensive treatment of works of art by focusing on three areas: the aesthetic dimension, the social context, and the artist’s own experience. The checklist is followed by a series of activities which encourage students to integrate the various aspects of the arts while practicing their language skills.