Post on 14-Jan-2015
description
QURAN LANGUAGE INTEGRATED LEARNING
POWERED BY QSOFT V.8 .03
QuLIL by ELRA
WHY QUR’ANIC RESOURCES?
Integral-HolisticVertical Language (First Language/Arabic
First)English as a second language (tools for
learning)Paradigm shift in the global eraMultiple Intelligence, creativity Polyglot tendency (prulingual)
VERTICAL VS.HORIZONTAL
QUR’AN, arabic TORAH, hebrew (ibriyah) BIBLE, aramaic (suryani)Language classification: Afro-Asiatic, Semitic, Central, South, ArabicDialects: Classical Arabic, Koranic Arabic, Modern Literary Arabic, Modern Standard Arabic, Quranic ArabicAlso spoken in: United Arab Emirates, Bahrain, Djibouti, Denmark, Algeria, Egypt, Eritrea, Israel, Iraq, Jordan, Comoros, Kuwait, Lebanon, Libya, Morocco, Oman, Palestinian West Bank and Gaza, Qatar, Sudan, Somalia, Syria, Chad, Tunisia, Tanzania, Yemen, Indonesia, South East Asia, China Region: Widespread. Also in Algeria, Bahrain, Chad, Comoros, Denmark, Djibouti, Egypt, Eritrea, Iraq, Israel, Jordan, Kuwait, Lebanon, Libya, Mauritania, Morocco, Oman, Palestine, Qatar, Somalia, Sudan, Syria, Tanzania, Tunisia, United Arab Emirates, Western Sahara, Yemen.
http://www.verbix.com/maps/where-do-they-speak/https://www.ethnologue.com/statistics/family
Literature Review
NAK Linguistic miracle and divine speech program
Du Coyle on CLILPimsleur and A.J Hoge method (drilling on listening)
Computational Linguistic (qsoft)
4c Du coyle plus Quran
Content: progression in knowledge and skills;
Communication : interaction and using language to learn;
Cognition: engagement: thinking and undertanding;
Culture: self and other awareness/ citizenship.
MODEL QuLIL
Successful language learning can be achieved when people have the opportunity to receive instruction, and at the same time experience real-life situations in which they can acquire the language.
What QuLIL can offer to learners of any age, is a more natural situation for language development which builds on Qur’anic forms of learning. This natural use of language can boost a learner’s motivation towards learning languages. It is this naturalness which appears to be one of the major platforms for CLIL’s importance and success in relation to both language and other subject learning.
Áine Furlong, W.I.T., February 2009
Stages
1.The first stage aims to trigger cognitive operations such as ‘noticing’ (Skehan 1998). The act of noticing is the result of another cognitive operation, namely, recognising. This is reminiscent of the story telling approach at primary level. The methodologies are cognitive, plurilingual and communicative
2.During the second stage, autonomous principles are encouraged. Task-based learning also comes into play.
3.In the development phase, students take responsibility for the teaching of certain aspects of the content (cognitive and communicative methodologies)
4.The last stage consolidates the language and synthesises the new knowledge by introducing conceptual tasks around the initial topic (Bloom’s taxonomy is a useful tool). Lexical, cognitive, communicative approaches
QLIL Principle
CONTENTProgression in knowledge, skills and understanding related to specific elements of Quranic curriculum.
COMMUNICATIONUsing language to learn - whilst learning to use language.
COGNITIONDeveloping thinking skills which link concept formation, understanding and language
CULTUREExposure to alternative perspectives and shared understandings.
Principle in using the language
Language is a system which relates what is being talked about (content) and the means used to talk about it (expression). Linguistic content is inseparable from linguistic expression. In subject matter learning we overlook the role of language as a medium of learning and in language learning we overlook the fact that content is being communicated.
Paradox???
KS1
Construct meaning from texts
KS2
Guess the meaning of unknown words by using pictorial and
contextual clues
Identify key words for the main ideain a sentence
Understand the information on the book cover and contents page
Recognise the features of some common text types
Progressive Development of Language Skills from KS1 to KS2
Work out the meaning of unknown words by using word association, visual clues, context & knowledge of the world
Skim a text to obtain the main ideas
Understand intention, attitudes and feelings conveyed in a text
Understand the information provided on the book cover, index and glossary
Recognise the features of a variety of text types
The critical aspects of literacy development
Vocabulary knowledge
Comprehension
Reading texts
Aspects of writing
Aspects of speaking
Phonics
Phonemic awareness
Concepts about print
Unconstrained skills
Constrained skills
The cornerstones of quality literacy teaching
Explicit Systematic
Balanced Integrated
Task 1
The Four Literacy Resources model
When effective literacy learners interact with texts, they draw on these four resources in an integrated way.
Literacy capabilities
Code-breakingresources
Meaning–making resources
Text-usingresources
Text-analysingresources
Task 2
Excerpts From ELRA modul
Summary of the Qur’anWhy MahjuuranStory of Robert Davilla