MARHABA 1 FULL YEAR DAFTAR SET; 5 STUDENTS

MARHABA 1 FULL YEAR DAFTAR SET; 5 STUDENTS

$74.99

At the beginning of every term, students receive a blank’ daftar, which serves as their primary tool for learning Arabic. The daftar is a cooperative effort between teachers and students: teacher organize the notebook and create the structure for learning, while students fill in the pages with information and interpretive content, personalizing’ their learning by recording lessons in their own handwriting. These pages then become a reference for them throughout the year, building a sense of ownership of and responsibility for their own learning.

These student’ daftars’ have the Arabic alphabet and vocabulary lists in the back, and are conveniently available for purchase in packs of 5.’ This set contains a total of 20 daftars, in four 5-packs for each term. You save 20% with this bundle, when compared to buying each term individually.

SKU: 9780887278549 Language: Arabic Series: MARHABA Volume: N/A Edition: N/A Category:

Reviews

We believe this is the best approach for novice students who need to completely build their foreign language skills.

'€” Charles Bell, Opportunity School Alternative Education Program, Ohio

Students shine as their diverse learning styles are taken into consideration and they are given flexibility that helps them build knowledge and develop language learning skills.

'€” Dora Johnson and Nancy Rhodes, Center for Applied Linguistics, Washington D.C.

About the Author

Steven Berbeco is currently Superintendent of Hopi Junior Senior High School in Keams Canyon, Arizona. He previously served as Department Chair for Japanese and Korean at the U.S. Department of State'€™s Foreign Service Institute and Dean at the Defense Language Institute in Monterey, California. He holds a Doctorate in Education from Boston University and Master'€™s degrees in Linguistics from Harvard University and Indiana University.

Dr. Berbeco developed Marhaba! after teaching Arabic in various non-traditional systems, such as an alternative inner-city high school and a refugee camp in Liberia. These experiences taught him the value of non-linear curriculum design, and he has used this learning to support his students' particular learning needs.

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