CURRICULUM VITAE QUALIFICATIONS:

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1 CURRICULUM VITAE Name Ahmed Hassan Khorshid, Egyptian, authorized to work in USA Address 1735 Ashley Hall Rd., apt. 201, Charleston, SC Date of Birth September Cell phone (413) Skype akhorshid2 QUALIFICATIONS: 1. M.A., Teaching Arabic as a Foreign Language, January 1995 The American University in Cairo (AUC) 2. B.A., Economics, January 1981 The American University in Cairo (AUC) TEACHING EXPERIENCE: Jun.8-Aug.8.15 Duties Aug.14-present May Sep.10-Mar.12 Arabic Language Instructor, Middlebury College summer immersion program. 1. Teaching Modern Standard Arabic at the intermediate level. 2. Holding office hours, and meeting students out of class for extra conversation activities. Visiting Language Instructor, College of Charleston, SC. 1. Teaching Arabic language courses for beginners to advanced. 2. Offering office hours to students. 3. Preparing supplementary material to support textbook. 4. Conducting a weekly library hour for all students of the department. Instructional coordinator, New Horizon Schools, the Islamic Center of Southern California. 1. Overseeing the Arabic language instruction in 4 schools. 2. Designing curriculum for a fourth school year as a continuation of the curriculum I previously designed for three school years. 3. Training teachers on communicative language teaching. Teacher trainer, Hedayet Institute for Arabic Studies (HIAS), Maadi, Egypt 1

2 Sep.07-Sep.10 Jun.93-Sep.07 Aug.01-Aug.03 Sep.99-Jun.00 Training HIAS teachers on methods of teaching Arabic as a foreign language, with emphasis on communicative language learning. Teacher of Arabic as a foreign language, Qatar University. 1. Teaching Modern Standard Arabic to non-arabic speaking students. 2. Conducting office-hour tutorials for students when necessary. Teacher of Arabic as a foreign language, AUC. 1. Teaching Modern Standard Arabic to non-arabic speaking students. 2. Teaching colloquial Arabic to non-arabic speaking students. 3. Conducting office-hour tutorials for students when necessary. Arabic language instructor, Zayed University, United Arab Emirates 1. Teaching basic Arabic language skills to undergraduate, native Arabic speaking students in the General Education Program. 2. Supervising students from the College of Business writing research papers in Arabic. 3. Teaching non-arabic speaking faculty both the Emirati dialect and MSA. Teacher trainer & curriculum developer, New Horizon Schools, The Islamic Center of Southern California. 1. Conducting training workshops for Arabic teachers in three schools. The workshops focused on: a. Methods of teaching Arabic as a foreign language. b. Arabic syntax & morphology. c. Training teachers on accurate, sustained speech in MSA 2. Observing the teachers in their classrooms and offering guidance. 3. Selecting resources and initiating a strategic plan for K-12 Arabic language education. 4. Designing a new curriculum for children 3-6 years old. For that purpose, I wrote a 212-lesson program teaching Arabic orally to that age group (preschool, pre-k & KG). The Arabic alphabet is to be first introduced in first grade. 5. Teaching MSA to adult, American Muslims whose first language is English. 2

3 Sep.88-Sep.92 Oct.85-Jul.88 Teacher of Arabic as a foreign language, Security Forces Hospital, Saudi Arabia. 1. Teaching the Saudi dialect to non-arabic speaking medical & technical staff. 2. Translating hospital documents from Arabic to English and vice-versa. 3. Conducting the new employee orientation program. Teacher of Arabic as a foreign language, King Khalid Eye Hospital, Saudi Arabia. Same as 1 above Same as 2 above Writing a four-part textbook on Spoken Saudi Arabic. WRITTEN WORKS 1. A series of 20 graded stories for adults learning AFL (Sahlawayhi's Stories). 2. A grammar of Arabic as a foreign language (Sahlawayhi's Grammar). 3. A book on the Arabic alphabet for non-native Arabic speakers (Sahlawayhi: The Arabic Alphabet). 4. Sahlawayhi s Arabic Conversation for beginners. 5. A program for children 3-6 years old learning Arabic orally. The new level for the 4 th school year is under experimentation 6. A textbook on spoken Saudi Arabic, with glossary OTHER SKILLS : 1. Knowledge of German (Mittelstufe) 2. Knowledge of Spanish (DELE Superior/ C2) 3. Knowledge of French (DELF B2) 3

4 REFERENCES : 1. Professor Ghazi Abu-Hakema, Department Head, College of Charleston abuhakemag@cofc.edu 2. Professor Nagwa Hedayet, Director, HIAS. hedayet@yahoo.com 3. Professor Abdullah Abdulrahman, Director, Program of Arabic for Nan-Native Speakers, Qatar University. abdouabdou@qu.edu.qa 4. Professor David Wilmsen, American University of Beirut. David.wilmsen@gmail.com 5. Professor Adel Gamal, Department of Near Eastern Studies, University of Arizona. gamal@ .arizona.edu 6. Anis Ahmed, Director, the Bureau of Islamic and Arabic Education, the Islamic Center of Southern California. Anis@biae.net 4

5 TEACHING PHILOSOPHY No language is easier or more difficult than another. All languages are of equal complexity. However, some people are more successful than others in teaching their languages. For Arabic to be more successful, we should learn from the more successful fields, like teaching English or French as foreign languages. I think that there are two main differences between teaching European languages, in general, and Arabic: 1. We do not teach Arabic vocabulary systematically. We do not start with the more basic words. We do not recycle sufficiently. 2. We emphasize accuracy over proficiency, even with beginning students. In order to overcome the first problem, I have designed two programs; one for children and the other for adults (Sahlawayhi). Both programs are stories based on the same pedagogical principles: a. Gradual introduction of vocabulary and structure. b. Frequent recycling of them in context. c. With the resulting huge volume of comprehensible input. In order to overcome the second problem, I have written a grammar book that emphasizes structures & functions over case endings. The two textbooks I have been using recently are: 1. Al-Kitaab fii ta allum Alarabiyya by Kristen Brustad, et al. 2. Ahlan wa Sahlan by Mahdi Alosh. Obviously, both textbooks are deficient in accumulating and recycling vocabulary. Therefore, I use them to teach the framework of Arabic, and use my books as supplementary material. Students listen to and read the stories at home, and discuss them in class, most of the time in groups of 3 5. When the students master the vocabulary and structures, they will be able to speak much in class, and write about those topics at home. Developing oral proficiency in the early stages of language learning is crucial for advancing in the language and feeling motivated on the part of the student. With a sound foundation of basic vocabulary and structure, students will be able to get much more out of the basic textbook. Ahmed H. Khorshid 5

CURRICULUM VITAE. Magda Campo Home: 906 West Campus Point Lane Goleta, CA 93117

CURRICULUM VITAE. Magda Campo Home: 906 West Campus Point Lane Goleta, CA 93117 CURRICULUM VITAE Magda Campo Address: Home: 906 West Campus Point Lane Goleta, CA 93117 Office: Department of Religious Studies, room 3058 University of California Santa Barbara, CA 93106 Phone: Home: