Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)


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Course portfolio developed as part of the UNL Peer Review of Teaching Project (peerreview.unl.edu)

Copyright (c) 2017 Abla Hasan


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 survey that has been carefully designed to document their evaluation for the previously used text book before the beginning of the new course, then they were asked to complete an end of course survey of the same set of questions. The purpose of the study is to evaluate student’s different attitudes of the new pedagogical approach, increasingly dependent on reducing English to the minimum in the classroom instruction and radically eliminating English from the used text book.