- Saturday, August 30, 2008
- Published at:First National Symposium on Quality English Teaching: Encountering Challenges, 30-31 August, 2008, Birzeit University
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This paper revisits the pros and cons of using translation (more exactly, the mother tongue) in the teaching and learning of a foreign language and literature, and concludes the use of L1, if used properly and judiciously, is a needful, and worthy, pedagogical ally in the teaching, and learning, of English, as language and literature, across all levels from basic school through university.
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- Tuesday, April 21, 1992
- Published at:the Open Education Program , Jerusalem,1992
- These are two English foundation courses for al-Quds Open University , and Arab , Students, meant to improve the overall English proficiency of these students in an integrated fashion , to prepare them for their later courses in their different specializations.
The instructional design of these two textbooks has been guided by distance education techniques and methods.
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- Thursday, April 21, 1988
- Published at:A paper which was to be presented at an Oxford University seminar
- It 1s the vogue today when contemplating the question of English literature for overseas students, to talk more of approaches, methods and techniques than of policies, objectives and aims. Drawing on my experience of teaching English literature to Arab university students, my argument is that a functional, vision - directed teaching of English, or any other foreign ,literature, in the-Arab World, needs both a national value theory to be erected upon and guided by and a pedagogy that can in large measure fulfill the goals and objectives peculiar to such a theory.
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- Sunday, December 20, 1987
- Published at:A paper presented at the ELT Issues in the West Bank and Gaza University English Departments-Symposium, hosted by the Department of English at the University of Hebron, 20 November 1987
- If we all agree (and we must) that methods follow aims and techniques depend on objectives, then a discussion of approach becomes like trying to place the carriage before the horse. I will, therefore, discuss this issue (of "chronology versus genre in the teaching of literature") as a detail of a pattern that has been a painful obsession with me for the last six years of my career as a university teacher of English literature. That sorrowfully enough Arab university English departments do not seem to have a studied policy, or a calculated goal, (in a national, ideological sense) to the teaching of British or American literature to Arab students - is the pattern. The question of why at this particular moment in history the Arab student, as a member of a nation with its plentiful share of dilemmas and confusions, quests and apirations, should study a foreign literature is never raised. The evasion of such a nationally portentous question is so puzzling that i
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- Tuesday, April 21, 1987
- Published at:A paper presented at the 3rd annual literature conference, hosted by the Department of English of Yarmouk Univesrity , 1987.
- The dialectic between man and time-history has been the most urgent , the most central theme of twentieth century literature , and no other literary genre can be said to have succeeded in knitting it so completely and indissolubly - into the flesh and texture of its structure as has the novel of the twentieth – century . Indeed , dialectic becomes structure and structure dialectic, with some novelists. In contrast with its treatment in pre-modern novels, the preoccupation with this theme (on the part of imaginative novelists of the present century) has been conscious and deliberate, agonizing and fascinating, compelling and unique.
A radical synthesis, constituting an "emotionally satisfying emblem of things ultimate," has been worked out between the private/individual/subjective and the collective/public/objective areas of human experience, between Raleigh’s private dream and public nightmare of human life, between
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