A Case for Qur'anic Arabic - Arabic as a Second Language

Project Paper - Invitation for Fund Raising

Promotion of Arabic Language at Schools & Colleges in the US

1. Background

Promoting global understanding and peace between East and West could be achieved through spreading the study of Arabic Language at schools, universities and colleges. Arabic is currently not offered at most schools and universities in the US. The result is that Americans are not exposed to the language and culture spoken by over 200,000,000 Arabs living in 21 Arab countries. Arabic is one of the five UN languages and is an important language in the Middle East. It is also the liturgical language of 1 billion Muslims worldwide.

There is a serious shortage in Arabic language curriculums, professional teachers of Arabic as a Foreign Language, unified Arabic language proficiency testing, and interactive curriculums based on modern techniques. All this has left the field of Arabic as a Foreign Language lagging behind and has actually given Arabic a negative image such that students now try to avoid Arabic for fear of it. They see Arabic as a difficult language, one that is impossible to learn. That is mainly due to the lack of an organized and sophisticated methodology that would help us use and unify all our resources and expertise in order to attain the one objective so many people crave for: learning Arabic - the language of the Middle East.

It became clear that an effort had to be organized in order to ensure that Arabic is properly taught at schools in the US. There are approximately 3,000 Islamic Centers and Mosques in U.S, and 1,000 in Canada. These Centers operate weekend Islamic Schools, and employ thousands of Arabic teachers. There are also around 600 full time Islamic Schools in the US as well as other private and state schools that are interested in incorporating Arabic into their program if they found an effective method.

For a method to be effective and efficient the following tools/steps are needed:

Curriculum based on sound pedagogy that is geared towards second language learners
Technological advanced web based platform to make the curriculum accessible to all
Teacher Training
Teacher Certification
Unified Testing Measures
Unified Certification
Accreditation
Means to establish public awareness of the importance of Arabic
Means to establish awareness of the existence of an effective methodology
Proof of Success that would encourage institutions to add Arabic to their program

It was therefore agreed that an Internet based program would be used to provide “Arabic teacher certification” as well as online Arabic courses, standardized “Arabic language tests” and “Arabic language certificates”. Bringing professionalism at these weekend Islamic schools, and Standardizing the credentials by "Certifying" them through an online program would give such efforts a lot of mileage in order to expand the teaching of Arabic to non-Muslims at Public and Private schools and Institutions. Hence, the pilot program and the initial phases of the program would be applied to full time and part time Islamic schools in order to validate them and provide the track record needed in order to approach more private and state schools.

2.0 Participating Organizations

RITSEC
RITSEC was established in 1992 in Cairo, Egypt by the Arab Fund for Economic Development, the United Nations Development Program and the Government of Egypt. RITSEC is hosted by the Egyptian Cabinet, Information and Decision Support Center and it represents its regional arm to jointly implement projects in member countries of the region. Its main mission is to support the development of the information technology in the member countries of the Arab region.

Its main areas of focus are Software Development, Systems Integration, Information Systems Development in different areas environment, trade, education, etc.. use of multi-media for culture preservation, human resource and professional skill development in the area of information technology.

To achieve its goals, RITSEC had launched a series of programs for regional development, as well as business development, in the area of information technology to promote the transfer of knowledge and experience in the Region. Several projects have evolved from these programs, where in turn, some have been incubated by RITSEC till they were fit to stand as an independent entity. These programs focused mainly on several specialized tracks, such as human resource development, culture preservation, environment information systems, and communication and networking.

Arab Academy
The Arab Academy is a web site that is offered through RITSEC’s Global Campus. It is the first and only professional site for teaching Arabic to non-native speakers. It has launched in September 2001 and has had 3000 learners from 100 countries.

ALIF
Arabic Language Institute Foundation (ALIF) facilitates and coordinates resources in order to expedite the learning of Arabic language in the U.S. and Canada. ALIF Works with Arab Academy, HADI.org / IslamiCity.com, CAIR (Council on American-Islamic Relations), Shura Councils of Masajid, and various institutions of learning from High Schools to Colleges, and Universities.

HADI.org / IslamiCity.com
Human Assistance & Development International (HADI) is an organization which works towards the long term social, economic, educational, and scientific development of people worldwide. HADI also provides short term domestic/international assistance and relief to the people in need.

HADI is a holding organization of various sub-organizations including IslamiCity.com

HADI provides a platform to gather the human, financial & information resources to promote the long term development and growth of people worldwide.

HADI is involved in the technical & strategic planning and implementation of these plans to improve the condition of the underprivileged people.

CAIR
Council on American-Islamic Relations (CAIR) is non-profit, grassroots advocacy organization. CAIR is dedicated to presenting an Islamic perspective on issues of importance to the American public.

In offering that perspective, CAIR seeks to empower the Muslim community in America through political and social activism. CAIR’s mission is carried out through: Media Relations, Publications, Anti-Defamation Work, Conferences and Seminars, Action Alerts, Lobbying, and Training.

3.0 Proposed Project:

The parties above have agreed to cooperate to promote Arabic and the stated objectives are:

- Quality: Improving the quality of Arabic language education through utilizing latest technology to present courses based on sound pedagogical aspects

- Quantity: Reaching out to the maximum number of Arabic learners at all types of schools and colleges
The parties involved plan to introduce a technologically advanced Arabic language curriculum to 22 schools and centers at the intitial phase and then to gradually expand to cover all schools and centers in the US.

Distribution of Roles:

RITSEC would be the organizing agency that would coordinate the efforts of the providers of technology and content to those of the beneficiaries.

ALIF would coordinate the needs and efforts of insitutions in the US (XXXX)

BIAE would run a pilot study to evaluate the online program

NACIMCO would expand the program and introduce it into 22 Arabic schools and centers

Hadi/IslamiCity would create public awareness of the importance of learning Arabic to the public

CAIR would create and establish public awareness of the importance of Arabic to individuals and institutions

3.1 Description:

There is a need to aggressively promote Arabic Language learning in the Western countries. Currently only 5,000 students learn Arabic at the University level in U.S. and Canada. Such a low number is because Arabic is not taught at High Schools. Offering Arabic at High Schools is an important part of the spread of the language, and acceptance of the culture.

Many High School and College age students would prefer learning a language such as Arabic, which is spoken in 21 Arabic-speaking countries rather than a language which is spoken only in one country such as German, Italian, Japanese etc.

With the advent of the E-Commerce, and the expansion of Multi-national Corporations in the Middle-East, and the creation of job opportunities in Oil industry, and Banks for those applicants who speak Arabic, more and more students seem to want to learn Arabic.

In addition to the above, students in the Western countries are getting exposed to the Arabic language as they interact with the followers of the fastest growing religion in the world : ISLAM. Arabic is a living language for world's 1.2 Billion Muslims.

It does not take a genius to visualize that if Latin is taught in majority of High Schools and Colleges in the West, then why not Arabic ? Latin is not even a spoken (living) language in a single country. Whereas Arabic is spoken in 21 countries.

Due to down-sizing of school budgets these days, many Language Departments are cutting budgets. However, offering Arabic language will be a win-win for both the schools and the students. Future school graduates are going to live in a "Global Village" where knowledge of Arabic will be a great asset in securing jobs, and promoting business with 21 Arabic-speaking countries.

3.2 Strategic Objectives:

To develop and support Arabic Language education, via education technology, reaching interested students through the following venues:

- Sunday schools

- Islamic schools

Public schools
Universities
Community colleges
Private Institutions
Correspondence schools
Individuals
Home Schooling

3. 3 Immediate Objectives:

Introduce Arabic to 22 schools and centers
Train 22 teachers
Administer the program through a central management system
Administer standardized testing
Issue Certificates of levels
Create awareness amongst other institutions

4.0 Project Beneficiaries:

The following is a list of Beneficiaries:

High schools (Private and Public)
Universities (Private and Public)
Community colleges (Private and Public)
Sunday schools
Islamic schools
Institutions
Correspondence schools
Individuals
Home Schooling

5. Phase & Schedule:

5.1: Short Term Implementation Plan: Year 2001-2004

Phase One: Sept. 2001- June 2002

Conduct pilot study programs at 5 schools/centers

Phase Two: Sept. 2002- June 2003

1. Introduction of online Arabic Academy courses at 22 Islamic schools in California,full time and / or part time, with the objective of:

Standardization of the learning of Arabic.
Standardization of the testing system.
Creating and increasing demand on Arabic lessons.
Overcoming the problem of teacher shortage.

2. Teacher Training Workshops on how to teach using new technology with the aim of training 2 teachers per school or center. In other words, a total of 44 teachers would be fully prepared to utilize technology in their classrooms.

3. Contacting Public School Districts to view how online credit hours could be transferred to schools.

4. Creating a team of Professionals and Resource People to assist and evaluate the steps above.

5. Creating a track record that is needed before approaching Private and State Schools.

6. Creating a central administrative system to supervise progress of teachers and students at all schools/centers and provide them with necessary support.

7. Linking all parties involved through Video Conferencing

8. Administering Standardized tests to 2200 and laying down the groundwork for proficiency tests

Phase Three: Sept. 2003- June2004

1. Expansion of online interactive Arabic courses to 42 more schools/centers in Oregon, Arizona, Nevada, New Mexico

2. Teacher Training Workshops: training 84 teachers for the new schools/centers. Teachers in phases 1 and 2 would be able to pass on their experiences to them.

3. Contacting Public School Districts to view how online credit hours could be transferred to schools. Ensuring that schools in the state of California are able to do that.

4. Expansion of the central administrative system to supervise progress of teachers and students at all schools/centers and provide them with necessary support.

5. Linking all parties involved through Video Conferencing

8. Administering Standardized tests to 4200 students

5.2 Long Term Implementation Plan : Year 2004 - 2010 :

Expansion of program to all 50 States in the U.S, and all Provinces in Canada. This necessitates the establishment of a Permanent Facility for project personnel, coordinators and supervisors.

6. Institutional Arrangement

Sponsoring agency:

Endorsement of the project and approval of its deliverables

Executing agency: RITSEC
Project management
Conduct training courses for the local facilitators
Coordination with local authorities
Delivery of online Arabic language courses

Implementing Agencies:

NACIMCO, BIAE, ALIF, CAIR, IslamiCity:

Coordination with local authorities
Making available its internet learning centers
Selection of facilitators
Administration of the scholarships
Testing the Online Arabic language proficiency test
Promote the project for future expansion

7. Project Personnel:

Software personnel
Hardware personnel
Teaching personnel
Marketing personnel
Networking personnel
Testing and Certification personnel
Administrative personnel
Financial / Accounting personnel
Management personnel
Support personnel
University / School Liaison
urriculum / Academic personnel

APPENDIX A: Partner Organizations

The following are the kind of organizations that could be partners in the promotion of global understanding and tolerance though sponsoring Arabic or incorporating it into their programs:

Academic Organizations and Think Tanks
- Monterey Institute of Technology
- California State University
- LARC
- Islamic Institute

International Development Organizations
- CAIR
- Muslim Youth Association

Regional development banks :
- Islamic Development Bank
- African Development Bank

- World Bank

Government Organizations:
- LARC
- Defence Language Institute
- Diplomats …

Non Government Organizations
-

Corporations
- Aramco

APPENDIX B. COSTS AND REVENUES

Phase One:
All expenses of phase one have been borne by the participating agencies.

Phase Two:
The major costs of phase two lie in:
- Course Delivery
- Organizing Teacher Training Workshops
- Hardware
- NetWorking
- Academic Consultants

Detailed Costs of Phase Two

- Capital Costs per school/institute
* Communications Equipment

            * PC’s
            * Civil Works
            * Other
            * Contingency
Total Capital Cost

- Operating Costs per school/institute
   Fixed Costs:
            * Network Costs
            * Personnel
            * Other Costs
            * Maintenance
Variable Costs
            * Teacher Training: $100,000
            * Course Delivery/Scholarships: (22 centers X 100 students X $250) = $550,000
            * Evaluation: $100,000
Total Operating Cost

Detailed Costs of Phase Three

- Capital Costs per school/institute
* Communications Equipment

                * PC’s
                * Civil Works
                * Other
                * Contingency
Total Capital Cost

- Operating Costs per school/institute
   Fixed Costs:
                * Network Costs
                * Personnel
                * Other Costs
                * Maintenance
Variable Costs
                * Teacher Training: $200,000
                * Course Delivery/Scholarships: (22 old +42 new centers: 64X 100 students X $250) = $1,600,000
                * Evaluation: $200,000
Total Operating Cost