Open to: Grades 7 - 12
Eligibility: CTY-level or Advanced CTY-level math or verbal score required
Prerequisites: Successful completion of Arabic Language, Basic, Part II or placement test
Course Length: 12 weeks (Early Fall, Late Fall, Winter, Spring, Early Summer, Mid-Summer)
Recommended School Credit: One-half academic year
Course Code: AR13
This course is a continuation of Arabic Language, Basic Part II. Besides learning formal Arabic, students will be introduced to some words and phrases that are common in certain Arabic dialects. Students will continue to learn how to distinguish differences between standard Arabic and the Arabic that is spoken in various Arabic countries. By the end of the course, students will gain a proficiency level in Arabic, by engaging in the following activities:
Online courses are held twice per week. Students interact with the instructors and other students using Internet-based software. Interactive virtual online sessions are held in the evenings (both EST and PST). A school's need to hold daytime sessions for its students will be honored whenever possible. Separate conversations between each student and the instructor or teaching assistant are arranged individually.
Students will need a headset with microphone. A microphone with an on-off switch is preferred.
A textbook and workbook are also required for this course:
Ahlan Wa Sahlan: Functional Modern Standard Arabic for Beginners by Mahdi Alosh revised with Allen Clark (Book, DVD, & CD) (Arabic Edition) [Hardcover] (Second Edition, Yale University Press, 2009)
Ahlan Wa Sahlan: Functional Modern Standard Arabic for Beginners: Sound and Script Workbook by Mahdi Alosh (Yale University Press, 2009)
Suggested Resource Material (not required): Oxford Picture Dictionary English/Arabic
1. Objectives from immediate environment
2. Expressing possession
3. Colloquial Arabic
4. Attached Pronouns
5. Describing National and Regional affliction
6. More about relative nouns
7. Gender in Arabic Nouns
8. Familiar objects in school
9. More about Hamza
10. Diacritical marks
11. The Madda
12. The Tanwin
13. The Sukun
14. The Short Alif ( alif al-maqsoura)
15. Phonological Variation
16. The Coordinating Particle
17. Demonstrative: Gender Agreement
18. Contrasting the particle (lakin)
19. The strong version of Contrasting the particle (lakinna)
20. The weak version of Contrasting the particle (lakin)
21. Nominal Sentences
22. Negating with (Laisa)
23. Definite and indefinite nouns
24. The Idhafa Structure
25. Suppression of Short vowels
26. More about taa marbouta ?
27. Fruit and vegetables and food names
28. Weather (rain, snow, sunny, windy, thunderstorm…)
29. More about Arabic Countries and Culture
This course requires a properly maintained computer with high-speed internet access and an up-to-date web browser (such as Chrome or Firefox). The student must be able to communicate with the instructor via email. Visit the Technical Requirements and Support page for more details.
Zoom online virtual classroom
This course uses an online virtual classroom for discussions with the instructor. The classroom works on standard computers with the Zoom desktop client and also tablets or handhelds that support the Zoom Mobile app. Students who are unable to attend live sessions will need a computer with the Zoom desktop client installed to watch recorded meetings. The Zoom desktop client and Zoom Mobile App are both available for free download.
Most course lectures may be viewed on mobile devices, but in some cases assignments and quizzes must be completed on a desktop or laptop computer.
This course uses Respondus LockDown Browser proctoring software for designated assessments. LockDown Browser is a client application that is installed to a local computer. Visit the Respondus website for system requirements.
While Chromebook can be used to progress through the course, all exams must be completed on a PC or Mac.
"My son thoroughly enjoys his Arabic course. In fact, it is his favorite course. The instructor has instilled a passion in him for learning not only the language, but the culture as well! He truly walks around the house speaking Arabic now. I don't understand what he is saying, but I love it!”
"Our family lives in rural America without much way of cultural diversions. When giving my daughter her first JHU CTY catalog, we were surprised but supportive when she picked Arabic. She is now in her 3rd semester and we see her practicing and going to class. However, we have no reference points on really how well she is doing outside of her grades. This all changed the other night.
In the next town over, there is a Greek and Mediterranean restaurant. The waiter, and presumably owner, had a Mediterranean appearance and an indistinguishable accent. When he mentioned he was from Lebanon, I told him that my daughter was learning Arabic. He began to talk with her and she answered quickly. The conversation was over in about 4 sentences but it left the waiter wide eyed. Apparently he used some non-standard conversational words and my daughter followed along and answered appropriately. When he asked me where she was learning Arabic, I told him all about JHU.
I am now talking with my daughter about helping her start an Arabic Club that would meet once month at this restaurant. She is also starting to tutor her 20 year old "cool" cousin on Arabic who has been teaching herself Arabic from a book, but did not know proper pronunciation of the alphabet or words. This too has been very motivational. I would like to say thank you to you and all the JHU CTY staff. You are changing lives!"
"An enthusiastic teacher, engaging presentations and an overwhelming sense of ease and congeniality at class time have made my daughter's foreign language study both meaningful and memorable."