Natalie Khazaal
Learning Goals for the Arabic Language Sequence and Arab Film Course
The Arabic Language Sequence
Arabic language has been described as a continuum of linguistic codes flowing between
formal written Arabic, on one end, and spoken Arabic dialects, on the other. It is,
however, linguistically more correct – though conflicting with a pan-Arab identity – to
see it as a number of continua of linguistic codes whereas each Arabic dialect forms a
continuum different from those of other Arabic dialects. Since Arabs who have had
formal education use both written and spoken varieties with different utility, the study of
Arabic should involve both. The Arabic language sequence at Carleton is presently
organized around one end of the continua – Modern Standard Arabic. In addition,
mastering Arabic requires longer than other, commonly taught, languages. Consequently,
the goals for the Arabic language sequences are more modest and are as follows:
Elementary Arabic sequence (101-103)

In this sequence, students are trained in the four fundamental linguistic skills –
listening, reading, speaking, and writing with an emphasis on the first three.
By the end of 103 students will have mastered four basic simplified grammar
and vocabulary. They should be able to use vocabulary about food, living
conditions, educational skills and history, family relations, hobbies, and travel.
They should also be able to use all the tenses of the regular Arabic verb,
conjugated in all forms, as well as all genders.

The Arabic program views culture as inextricably connected to language.
Hence, throughout the elementary sequence, students are exposed and
involved in in-class activities with cultural focus through which they should
acquire basic knowledge of a few famous Arab poets, writers, singers, and
actors, as well as extensive information on the geo-political map of the 22
Arab courtiers. Moreover, this introduction is aimed to develop students’
interest in Arabic cultural.

The weekly Arabic tea Hour provides students with a stage where they can
increase their knowledge of the cultural aspects of the Arab world and
introduces them to topics such as Qur’an, calligraphy, Arab-Americans,
history of Islam, literature, music, and film. Other cultural activities include
lessons in Eastern dance (belly dance) and cooking Arabic food as well as
field trips to Arab businesses and cultural and religious centers in
Minneapolis.

The sequence gives students hands-on experience in the active production of
the language in a series of videotaped scripted sketches (skits). Students
should be able to write short reports and opinion pieces on contemporary
events related to the topics discussed in class.
Intermediate Arabic sequence (204-205)

In addition to the above skills, students of this sequence should master Arabic
grammar (including all numbers, many weak verb types, deeper knowledge of
most of the 10 verb forms, imperative, and passive forms, and the fundaments
of noun inflection – the case system, as well as many noun patterns) and
syntax to a degree which will allow them to start reading easier authentic texts
with a dictionary.

On the level of vocabulary, students should be exposed to and use figurative
expressions. They should also master the Arabic connectors.

For each of the two courses at this level, students should choose an nonfictional book in Arabic on a topic related to Arabic culture and approved by
the faculty and write a 3-page summary of the main ideas in the book as well
as a 5-page essay discussing the ideas in the book and positing them against a
broader context of related literature.

At the end of each of the two courses, students (in groups) present to the class
20-min long excerpts from Arabic theater plays. Alternatively, they can write
their own scripts and perform them for their classmates. Their performances
are videotaped.
Arabic Film 221
This course explores how Arabs imagine Arab history.

Through a discussion of negative Western stereotypes about Arabs, students
explore whether Arabs have internalized such stereotypes about themselves or
not.

Students develop understanding of Arab culture, challenge misconceptions
about it, and learn a set of skills with which to analyze Arab film and culture.

Students survey examples of the genre of the Arab historical movie and
historical-memory documentary. Through reading historical literature, they
should also be able to comment on film as a means of production of
“historical memory”.

The course’s approach delineates the historical, social, political, and cultural
circumstances under which the movies were made. Students also explore the
genres' techniques and narrative structure.