The Two Most Contentious Languages and Why You Should Learn Them Anyway

In the wake of the Charlie Hebdo incident, the North Carolina shooting of Muslims, and rising Antisemitism on college campuses, I am moved to write this article about the two most contentious, whether it be socially or politically, languages to learn. This article is not to discourage people from learning them, but rather to encourage. We must look past the history of the people who speak the language, and understand them on a personal level. America, or any other nation for that matter, should not be reduced to a xenophobic entity that dehumanizes and derides an entire people for the actions of the few extremists. The goal of learning a language is to become enlightened by that language’s wisdom, and learn how to apply it in fostering good relations.

Hebrew

Due to the atrocious acts committed by the Israeli government in oppressing Palestine, many Jews in America have been targeted. Jews study the Hebrew language in order to learn about their heritage and culture, because it lies nowhere else. Modern Jews, to my knowledge, do not categorically associate themselves, their faith, or their language with the state of Israel. I fear that Hebrew classes in America will be discouraged or even actively protested, because of Antisemitism. There are good and bad people among the Jews. To understand how Jews outside of Israel feel, you must overcome your feelings about Israel, the nation, to truly know how the people feel. We cannot blame Jews in America for the decisions of Israeli government officials. To that end, those that aspire to learn Hebrew, whether you are Jewish or not, I implore you to learn it despite what others say.

Arabic

The Middle East has long been the subject of debate, warfare, and discussion around the world. There are many countries that speak one of the several dialects of Arabic, which each have their own history and culture that you can learn from. Much like Jews, Muslims suffer a great deal due to the extremists or governments that misrepresent them. To learn Arabic is to understand not only the language of the Muslim world, but also to understand their feelings about their religion, its interpretation. With all the hatred of Islam that runs rampant in America, Palestine’s own voice is lost, in addition to the treatment it receives at the hands of the Israeli government. I do not support Israel’s decision to remove Arabic as an official language of the state, because I feel that it keeps Palestine in silence. Learn Levantine Arabic to understand the plight of the Palestinians. Learn any dialect of Arabic, to learn how the people actually live, how they actually think.

I realize that this was a bit of a loaded topic, but this is something I feel very strongly about. Allow me to clarify this: I do not approve of the Israeli government’s actions toward Palestine. However, I do not approve of blaming Jews who are not involved either. Pointing fingers and blaming each other will solve nothing. It is not until you know someone else’s language that you know what he or she has to say.

5 Activities for Foreign Language Teachers

Having been a language student for six years and a language teacher for two years, I have seen both sides of the language learning experience. Even though I haven’t been teaching that long and I don’t exactly have credentials, I think I have an idea or two of what helps language students. Sometimes it just isn’t enough to give grammar drills and give lessons on new concepts every day. You need to change it up a little and give them a way to exercise the concepts they’ve learned. So, in this post, I’m going to elaborate on five classroom activities that I’ve come across and personally created, all of which are included in my book, Scoprendo l’italiano!: An Accessible Guide to Learning Italian. Please note that these assignments can be edited as needed to suit different needs.

1. Personal Discussion Project – For Intermediate Classes and Beyond

The students will work together in groups of three or four. Every group will create their own PowerPoint or Keynote Presentation. The instructor will choose one topic, and each group will base their presentation on that topic. This project can also be made smaller and assigned to individual students.

Classes, School, and Academic Goals

Each student will discuss the reasons they take certain classes and what university they plan to go to and why. Then, they should discuss their plans for study at a university, and what job they plan to take from there.

Foods and Cooking

The students will pick a semi-difficult recipe, talk about it with the class, about its significance, what certain terms mean if new vocabulary from outside the text is learned.

Literature and Reading

Each student picks a novel, and they will discuss them with the class. Summarize the plot, and pick two symbols and explain their meanings (This topic should be expected to take some time).

Culture and Family Traditions

The students will talk about their cultural values, where they come from, and important family traditions. They should explain why those traditions are important.

Talents and Skills

Each student will pick a talent or skill they consider significant to them. They will then discuss how they came to do those things, and why they like doing it so much.

This project should be graded upon accent authenticity, focus on the given topic, how well the project is presented, and if vocabulary and grammar are used properly. For advanced classes, this should be presented in the target language. The instructor may choose to require additional criteria.

2. Novel Report – For Advanced/AP Students

Students will read novels in the target language, and must be at least two-hundred pages in length. A four paragraph essay will be submitted by each student in the target language, discussing theme, plot, and symbolism. A well-constructed thesis should be included. Grade based on use of vocabulary, understanding of grammar and syntax, and comprehension of the book. If assigned to intermediate classes, the use of a dual-language dictionary is highly suggested. If the instructor so desires, shorter books, books originally written in English, or other familiar stories can be assigned, and a shorter essay can be written instead.

3. Writing Poetry – For Upper Beginners and Beyond

Students will write poems in Italian, in order to foster an understanding of Italian poetic language. The students will turn in three one-page poems. Classes of all levels are advised to consult a dual-language dictionary and also poetry in the target language.

Students will then select one of their poems, read it aloud, and then discuss it with the class. For languages in which there are more than simply present, past, and future tenses, in which tense is distinguished differently, with forms such as the aorist, conditional, non-past, or non-future, the students should discuss the relevance and effect of using certain tenses in the poetry. The discussion should be lead by the author of the poem, who will ask questions, and other students should participate.

4. Learning History – All Levels

Consult an article about cities, monuments, traditions, or other things in the nation(s) where the language is spoken. The article should be in the target language. Discuss it with the class in English or in the target language for classes with sufficient knowledge to understand. Afterward, have the students discuss it with each other in the target language. It is recommended that instructor repeat this exercise several times, each time about different topics.

This exercise allows students to use authentic materials to exercise their knowledge and obtain new knowledge from such a source. This gives them an idea of how natives read, understand, and use the written language.

5. Timeline Project

This project will have the students present a timeline made from cardstock, or cardboard, with pictures or photos to represent events they did in the past, and/or those they will do in the future. They will present a script, which is to be followed by an instructor or listener, in order to check that the student has memorized it. Grade based on pronunciation, accent authenticity, fluency, and poise when speaking in front of a group. For advanced classes, permit the audience (including the instructor) to ask questions, which the presenter should answer in the target language.

I hope this helps some of you, and don’t forget to share this on Facebook and Tumblr! Feel free to leave comments and suggestions!