Stacy Lyon, a mentor teacher for TCLP participant Munir Gomaa at Renaissance Academy in Lehi, UT received a CLP grant to host a Bedouin Fair for the school community to kick off their annual “World Language Week” for 2013. Through the support of the grant, the school set up a fair with a live camel, Arabic music, potted palms, bread baking, belly dancing, and booths with activities led in Arabic.
TCLP Arabic Teacher, Hanan Gawdet, received a Critical Language Project Grant to give Southern Lehigh Arabic students from 7th -12th grade an opportunity to focus on “Ancient and Modern Egyptian Arts.”
TCLP Arabic teacher Abir Hassan at Siletz Valley Early College Academy in Siletz Valley, OR organized a Culture Night performance and Fashion Show. Both activities provided an opportunity for her Arabic students to interact with one another and perform for the school and great community, furthering awareness of Arabic culture and language. Ms. Hassan’s Arabic skit was included during the Siletz Culture Night to over 350 community members, and a DVD was created to be used as a learning resource for future Arabic students.
Principal Al Church at the Academy for Math, Engineering and Science in Salt Lake City, UT was given CLP funding for an Arab World and Language Awareness Week, conducted in partnership with the University of Utah’s Middle Eastern Center. TCLP Arabic teacher Samir Gibrial collaborated in organizing 65 current students and many community members who participated in multiple activities including: a field trip to the University of Utah’s Middle Eastern Center to observe a university Arabic class, view Arabic artifacts, and share an Arabic meal.
Mentor teacher Robert Wiley at Lincoln Park High School in Chicago, IL and TCLP Arabic teacher Abdel Magid Hussein collaborated on a project to enhance 58 Arabic I students' knowledge of Ancient Near East culture and language using resources at the Oriental Institute Museum in Hyde Park, Chicago. In order to initiate interest and basic Arabic knowledge among those not currently enrolled in Arabic, 20 Reading/Writing students were invited on the trip and paired with Arabic students during an Arabic scavenger hunt.
• Mentor teacher Emad Eldigwy and TCLP Arabic teacher Hossam Sarhan at The Center for Global Studies in Norwalk, CT created a multifaceted project which included a field trip for 50 students to the Metropolitan Museum of Art to see the ancient Egyptian exhibit and follow-up activities to be used during an Arabic Class Fair. During the Fair, 130 middle school students from other schools were introduced to Egyptian culture, clothes, and cooking as facilitated by 50 current Arabic students.
TCLP Arabic teacher Bishoy Demian at Burlington Notre Dame in Burlington, IA applied for a CLP grant to support his visits to his distance learning students and to conduct Arabic Club meetings with non Arabic students at these schools. Over 40 students attended multiple Arabic Club meetings at Notre Dame High School and Tipton High School, exposing non Arabic students to the Arabic language and culture and giving current students an further opportunities to practice the language they learned in Mr. Demian’s distance learning classes. Mr.
At Provo High School in Salt Lake City, Utah, TCLP Arabic teacher Mohammed El Naggar and mentor teacher Audrey Bastian proposed an Arabic Day Camp. More than 270 students from 9 different schools throughout Utah attended this Day Camp during which six different aspects of Arabic language and culture were highlighted. Students in Provo’s Arabic program practiced their language skills with fellow student and teacher visitors.
Mentor teacher Claudine Clark at Madison East High School in Madison, WI organized an Arabic Language and Culture Fair with TCLP Arabic teacher Khaled Kenawi. The Fair, held during school hours, tried to recreate the atmosphere of a Middle Eastern marketplace. There were five areas with different interactive activities representing different aspects of Arabic culture: food, clothing, music and dance, culture and geography, and writing. Each area not only taught about culture, but also introduced some language and vocabulary.
