| dc.contributor.advisor |
Al -Batal , Mahmoud |
|
| dc.contributor.committeeMember |
Schulte -Nafeh , Martha |
|
| dc.creator |
Milliman , Britten Moya Jo |
|
| dc.date.accessioned |
2010 -11 -04T18 :10 :53Z |
|
| dc.date.accessioned |
2010 -11 -04T18 :11 :06Z |
|
| dc.date.accessioned |
2011 -08 -16T15 :49 :06Z |
|
| dc.date.available |
2010 -11 -04T18 :10 :53Z |
|
| dc.date.available |
2010 -11 -04T18 :11 :06Z |
|
| dc.date.available |
2011 -08 -16T15 :49 :06Z |
|
| dc.date.created |
2010 -05 |
|
| dc.date.issued |
2010 -11 -04 |
|
| dc.date.submitted |
May 2010 |
|
| dc.identifier.uri |
http : / /hdl .handle .net /2152 /ETD -UT -2010 -05 -1458 |
|
| dc.description.abstract |
As more second -language acquisition research is published about the optimal age to begin foreign language instruction , and the best methods for teaching foreign languages , many colleges and universities are seeking to create intensive immersion programs which would prepare prospective students for the rigors of their language programs and serve as a productive language -learning environment . One such program , the Middlebury -Monterey Language Academy , is based on the highly successful summer language schools model .
This research isolates the components which would help create successful , intensive Arabic immersion programs . Specifically , this thesis asks : How can an institution create a successful Arabic immersion learning environment for high school students ? To answer this question , this thesis reviews current literature in the field of Second Language Acquisition (SLA ) , includes personal observations about the program and analyzes responses to surveys administered to two groups of stakeholders , namely students , and teachers /resident assistants . After the descriptive section , the thesis proposes a curricular framework which encompasses the main components of the curriculum (including goals , teacher and learner training , instructional materials , and native versus target language use ) . This framework is presented as a model to help teachers and other administrators as they try to set up new Arabic programs for high school students . |
|
| dc.format.mimetype |
application /pdf |
|
| dc.language.iso |
eng |
|
| dc.subject |
Teaching Arabic as a Foreign Language |
|
| dc.subject |
Language immersion |
|
| dc.subject |
Immersion programs |
|
| dc.subject |
Arabic language study and teaching |
|
| dc.subject |
Foreign language programs |
|
| dc.subject |
Arabic language programs |
|
| dc.subject |
High school foreign language programs |
|
| dc.subject |
Second Language Acquisition |
|
| dc.subject |
SLA |
|
| dc.subject |
TAFL |
|
| dc.title |
Key components in a successful Arabic immersion program for high school students : a case study |
|
| dc.description.department |
Middle Eastern Studies |
|
| dc.type.genre |
thesis |
* |
| dc.type.material |
text |
* |
| thesis.degree.name |
Master of Arts |
|
| thesis.degree.level |
Masters |
|
| thesis.degree.discipline |
Arabic Studies |
|
| thesis.degree.grantor |
University of Texas at Austin |
|
| thesis.degree.department |
Middle Eastern Studies |
|
| dc.date.updated |
2010 -11 -04T18 :11 :06Z |
|