Marhaba!

We hope this finds you and your loved ones safe and well.

Despite all of the challenges faced during the last two years, we are pleased to have returned to in-person instruction in September of 2021. Local authorities continue to assure us that there are no plans to go back into lockdowns and that in-person instruction will remain open. To that end, we're announcing the following programs for the 2022 Fall Term:

- **Option #1: **Group Classes (Onsite in Amman only):

  - Program Dates:

    - Orientation: September 1
    - Classes & Finals: September 4 - December 1

  - 3 class hours a day, 5 days a week for approximately 11 weeks (Sunday through Thursday): 2645 USD/student

  - You can find out more about this program below.

* **Option #2: **Private, Part-Time 1-on-1 Studies (Online only):

  - 1 class hour a week for 10 weeks: 495 USD/student

- **Option #3: **Private 1-on-1 Classes (Onsite in Amman and online):

  - 3 class hours a week for 10 weeks: 1485 USD/student

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### Details are for Option #1 (Group Classes | Onsite in Amman)

In order to answer the different questions we've received about the current health/safety situation in Jordan, we have prepared the following page on our site. Please note that the information posted therein is subject to change:

[COVID-19 in Jordan & Onsite Studies](https://www.staging9.qasid.com/update-on-covid-19-in-jordan/)

**Important note:**

_All students and staff are required to be fully vaccinated in order to participate in the program. If you wish to join the program and have a health exemption from vaccination, please contact info@qasid.com for more details_

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We hope this finds you and your loved ones safe and well.

As you know, the recent worldwide outbreak of COVID-19 has had an unprecedented impact on all of us. As of February 13, 2022 there are more than 400 million confirmed cases of the virus worldwide with new cases being reported every second. Portions of the global population are just starting to come out of curfew/lockdown and many governments are struggling to serve the medical, social, and economic needs of their citizens. In no uncertain terms, these are strange and difficult times.

In Jordan, we’re grateful that, due to a number of early preventative measures taken by local authorities, the spread of the virus was relatively limited up until the beginning of August 2020. In the months that followed, there was a noticeable increase in cases. Whereas in July 2020 we may have had 5-10 new cases on a given day, in October 2020 it was normal to have more than 3000. Numbers began to decrease and stabilize in the summer of 2021 and are currently within a range that is manageable.

Needless to say, the effect of COVID-19 on the local population has been significant: a nationwide curfew in spring of 2020, the closure of airports and all bordering crossings until early September 2020, and the tragic passing of more than 11000 members of Jordanian society (amongst a host of other challenges).

At Qasid, these two years have been a very busy time. As the spread of the virus became more apparent in February 2020, our focus was set on the health and safety of our students and staff in Amman. We took a number of steps to spread awareness, make our physical space more hygienic and safe, and convey the guidance of local and international medical health experts.

In early-March 2020, the pace and nature of governmental advice and regulations began to change and on March 17, 2020 developed into a total lockdown and ban on travel to and from Jordan (this ban continued until September 8, 2020). In the days (and sometimes hours) that led up to the March 17th travel ban, we continued to prioritize the safety of our students and staff, however, in addition to providing resources for their physical and emotional _well-being_, we directed our attention to the importance of their physical _location_ as well. Many decided to stay whereas an equal number preferred to go home. We did our best to make sure that everyone was able to be, or get to, wherever they felt most safe.

From March 17, 2020 until March 29, 2020, our staff returned to preparations that began in February for transitioning our onsite program in Amman to an online setting. This was in order to continue serving our students who had left Jordan and those who remained but, due to the current curfew, are unable to come to campus for their classes. Even with more than a decade’s worth of experience teaching Arabic online, it was a major shift. Despite the curfew, personal responsibilities, and a very different idea of “work-life balance,” the efforts of my colleagues quite literally blew us away. We're happy to report that the transition was a success and we hosted our students in online programs up until the summer of 2021.

As mentioned above, we had the pleasure of returning to in-person instruction in September 2021 and plan to continue as such.

For those interested in joining us the 2022 Fall Program (full-time group classes), please read through the information in the tabs below and then kindly fill out the following registration form:

As always, let us know if you have any questions or concerns.

**Program Dates**

The dates for the **2022 Fall Term** are as follows:

- **Orientation**: September 1
- **Classes & Finals**: September 4 - December 1

If for whatever reason these dates don't work with your schedule or pre-existing commitments, please reach out to us at [info@qasid.com](mailto:info@qasid.com) and we'll together explore whether we can make other arrangements to accommodate your needs.

**Pre-Program Details**

As the famous Arab proverb says, “ ما أشرقت بدايته أشرقت نهايته ” (“A good beginning makes a good end”). This saying holds true in the planning and implementation of any course of study. To that end, student’s will be “onboarded” to their winter program through:

_Placement Interviews_

Prior to the start of the program, Qasid’s administration will arrange individual, online placement interviews for each of the students. The results of these interviews will be used to place students into appropriate levels, monitor their progress during the program, and assess their learning at the end. Each interview lasts approximately 20 – 30 minutes.

In the coming weeks, registered students will be given access to an online scheduling program that will allow them to choose a time slot for their interview.

_Orientation_

On September 1st , Qasid’s administration and IT staff will meet students for a series of in-person orientations that will cover the following:

General:

- General advice for living in Amman
- Issues related to health and safety
- Handling problems/issues
- Q&A

Academics:

- Academic Program
- How to study a second language
- Q&A

**Program Details | General**

This term's academic program offers students a blended learning experience with courses in Modern Standard Arabic (MSA), Classical Arabic (CA), Levantine Arabic (LA), and speaking partner (SP) sessions.

The MSA and CA courses make up the two tracks of our core, group program. Each is made up of 6 levels (you can find short course descriptions for each level in the **Modern Standard Arabic (MSA) | Core Program** tab below).

Students are asked to choose one of the MSA or CA tracks for their studies with us this winter.

The LA and SP courses are offered as supplements to the core program. All are welcome to join in one/both. Additional supplementary classes will be offered as well based on student interest and scheduling.  (see the **Supplementary Courses | Additional Offerings** tab below for more information).

**Modern Standard Arabic (MSA) & Classical Arabic (CA) Programs | Onsite in Amman**

The MSA & CA Programs provide students with intensive Arabic training through a combination of synchronous and asynchronous study methods. They are designed to engage and serve the language learning needs of students of all levels (beginner to advanced) while at the same time giving focused attention to the needs of individual students regardless of where they are in the learning process.

_Synchronous Learning_:

In any course, synchronous learning is a wonderful opportunity for student engagement and building a sense of community. In the our program, students interact live with their instructors and classmates during their in-class sessions. These sessions, in addition to being stimulating and fun, allow for the types of direct feedback, relationship building, and group activities that are key in second language acquisition. In the fall, students will attend four class hours of synchronous live sessions, five days a week (Sunday through Thursday) based on the dates listed above. Each class hour is fifty minutes and held in a group setting.

_Asynchronous Learning_:

For courses that aim to be student-centered and driven, asynchronous instruction is a must. In a thoughtfully designed asynchronous environment, learners are given the mental scaffolding and physical structure they need to become autonomous and independent. Additionally, asynchronous learning tools offer the opportunity to “flip the classroom” and make synchronous learning time that much more fruitful. Before class, students in the program will use Qasid’s learning management system and digital media to build prior knowledge, understand, and remember new concepts. In class, the traditional teaching model is “flipped” and, instead of dedicating precious live classroom time towards lectures, those moments are directed towards group work, discussions, and real interactions with their instructor. After class, the learning continues with students being afforded the chance to reflect on what they are learning and focus on higher orders of thinking.

_Learning Management System (LMS): Canvas_

Over the years, our team has had experience working with many leading Learning Management Systems (LMS), including Blackboard, D2L, and Moodle; after extensive piloting of a half-dozen vendors that lasted over 18 months, we selected Instructure’s Canvas as the platform to host our online courses. We have been working with the Utah-based Canvas team since 2012 and hold the distinction of being the first educational institute that Canvas partnered with outside of North America. In the ensuing eight years, Canvas has become the most widely adopted LMS in North America.

In addition to the core tools of Canvas and Zoom, we have partnered with just over a dozen technology vendors to create a suite of digital tools to make our students’ onsite and online experiences as frictionless as possible. Our faculty, advisors, and curriculum designers in Jordan, the US, and Canada have designed, tested, and implemented a wide range of course models, teaching tools, and forms of assessment. This background and experience, through a painstaking process of trial-and-error, has played a significant role in making our courses into much more than simply digital syllabi. Students get access to and are guided through grammar explanation videos/worksheets, homework help presentations, and digital tools for memorizing vocabulary.

In addition to their synchronous class hours, students are expected to spend (at least) an additional three to four class hours a day working in Canvas. Depending on their personal schedules and dedication, they are welcome to put in additional hours as well.

**Modern Standard Arabic (MSA) | Core Program**

Modern Standard Arabic (MSA) refers to the standard literary and communicative language of the Middle East and North Africa, recognized as one of the UN’s six official languages. It is the common medium for nearly all formal communication, both printed and spoken. And, as the official language of all Arab countries, it provides the most versatile tool for those interested in living or working in an Arab country, or those whose occupational field intersects with any aspect of the Arab world.

The first three levels of the track follow normal undergraduate curricula, each level equivalent to an entire year of university Arabic. Currently, the base text is the now standard al-Kitaab series (our own unique curriculum, similar to the Classical track, is in the works), ensuring a smooth transition for those continuing studies at their home institutions. All four language skills are emphasized from the outset of class such that students develop balanced, confident command of the language.

Level 4-6 provide advanced students with an opportunity to further enhance their language skills through a focus on Media Arabic and Qasid’s own “Arab Issues” course. Each of these levels is split in half between the two (i.e. Media and Issues) and students have the options of taking the full level or enrolling part-time in one of the two.

Graduating students find themselves well-equipped and literate enough to engage Arab society, culture and literature with ease.

Below, you will find short course descriptions for each of the 6 levels. For Levels 4-6, each level is divided into two sections: Media & Issues (or Media & Literature). The descriptions for Levels 1-3 are presented in English whereas Levels 4-6 are in Arabic. If your university or academic advisor(s) require a sample syllabus or need a translation for the Arabic course descriptions, please send an email to [admissions@qasid.com](mailto:admissions@qasid.com) indicting as such and we’ll be happy to help you.

**MSA | Level 1**

This course is equivalent to an academic year in Elementary Modern Standard Arabic (MSA) at a college or university in the United States. It prepares students to use MSA for communicative and academic purposes. Students are expected to achieve an Intermediate-Low proficiency on the ACTFL scale by the end of the course. This course begins with an introduction to Arabic phonology and script while at the same time focusing on basic oral communication practice. Students will then transition into situational dialogues and the reading of short passages while emphasizing basic vocabulary and fundamental grammatical structures.

The course offers an integrated skills approach, combining listening, speaking, reading, writing and grammar into meaningful student-centered activities. Students are also provided opportunities to practice their Arabic through structured drills, contextualized exercises and supplementary communicative activities. Students are required to prepare daily assigned grammar drills, vocabulary memorization and basic reading texts. In class, students will engage in oral practice utilizing newly learned vocabulary and structures. They will read supplementary short texts and situational dialogues and will write answers to certain drills.
The course will be evaluated based on class participation, daily written assignments, quizzes, a midterm, a final exam, and a final project.

**MSA | Level 2**

This course is equivalent to an academic year in Elementary/Intermediate Modern Standard Arabic (MSA) at a college or university in the United States. It prepares students to use Modern Standard Arabic for communicative and academic purposes. Students are expected to reach an Intermediate-Mid level of proficiency according to the ACTFL scale by the end of the course. This course focuses on building fluency in all skill areas. All four skills – listening, speaking, reading and writing – are developed through texts, practice drills, and communicative activities with a focus on newly introduced vocabulary items, idioms, and grammatical structure. Grammatical accuracy will be emphasized with a priority given to the reading skill. After students finish Al*-Kitaab Part I* they will start _Al-Kitaab Part II_ and focus primarily on authentic texts in Arabic. These texts will be a mixture of short articles, newspaper clips and essays by modern Arab authors. Students are required to prepare daily the assigned grammar drills, vocabulary memorization and the basic reading text. In class, students will engage in oral practice utilizing newly learned vocabulary and structures. The course will be evaluated based on class participation, daily written assignments, quizzes, a midterm, a final exam, and a final project.

**MSA | Level 3**

In this course, students engage all four language skills (reading, writing, listening, and speaking) with the goal of strengthening their communicative competence in Modern Standard Arabic. This occurs through in-class discussions, activities, and projects that, in addition to their work outside of class, enter students into the real, and semi-real, contexts in which Modern Standard Arabic is used by native speakers.

The main textbook used in this course is Book 2 of the Al Kitaab series (2nd Edition). In addition to the textbook, students will be expected to interact with a number of supplementary materials. Details on these supplementary materials are provided below.

At the end of this level, students are expected to reach the Intermediate-High level on the ACTFL scale. In order to do so, students are expected, in addition to their normal class work and attendance, to take full advantage of the resources provided on their Learning Management System (LMS).

The course will be evaluated based on class participation, daily written assignments, quizzes, a midterm, a final exam, and a final project.

**MSA | Level 4 | Media**

يتناول هذا المساق كثيراً من الموضوعات الصحفية المتنوعة، مثل: الصحة والديمقراطية والإصلاحات في الشرق الأوسط والقضية الفلسطينية والمرأة والاقتصاد والتنمية وغيرها من المواضيع المطروحة في الصحف العربية، وذلك عبر مجموعة كبيرة من نصوص القراءة والاستماع

ويحتوي هذا المساق على مجموعة من النشاطات التي تتضمن المهارات الأربع، فنجد هذه المهارات في نصوص قرائية، ونشاطات استماع. وتتمّ الاستفادة من هذه النشاطات في المحادثة والمناقشة، ويحتوي المساق أيضا على مجموعة كبيرة من واجبات الكتابة مع توظيف المفردات والعبارات والقواعد بشكل مفيد وسليم، مع مراعاة تنوّع موضوعات الكتابة؛ لدفع الطالب إلى خوض مجالات واسعة في إطار الفكر والثقافة

**MSA | Level 4 | Issues**

يتناول هذا المستوى مهارات اللغة العربية في جوانبها الأربعة: القراءة، والكتابة، والمحادثة، والاستماع، بغرض خلق وتنمية قدرة الطالب التواصلية باللغة العربية المعاصرة مع الناطقين بها  من أبنائها، وذلك من خلال إيجاد وخلق مواقف وسياقات مشابهة تحاكي المواقف الطبيعية التي تستخدم فيها اللغة ، حيث يعدُّ هذا المستوى الرابع و ذلك من خلال دراسته كتاب قضايا المستوى الرابع، بالإضافة إلى مصادر تعليمية أخرى ستُوضّح لاحقاً

ويُتوقع من الطالب مع نهاية هذا المستوى أن يصل الى مستوى متقدم أدنى بناءً على سلم تقييم آكتفل الذي ينتهجه المعهد ،ولتحقيق هذا الهدف فعلى الطالب أن ينغمس في الثقافة و المجتمع بشكل كافٍ ، فضلاً عن  القيام بواجباته الدراسية المطلوبة منه، وبشكل منتظم وفعّال

**MSA | Level 5 | Media**

يروم هذا المستوى إلى الوصول بالطالب إلى المستوى المتقدم الأوسط، وذلك من خلال مجموعة من المهامّ التي تمكّنه من أداء الوظائف اللغوية الخاصة بهذا المستوى؛ كالسرد، والوصف في الماضي والحاضر والمستقبل، والمقارنة والمقابلة، والشرح والتفسير، وإعطاء التعليمات وتنفيذها، ولعب الأدوار المعقدة، والتعليل، وما شابه. ومهامّ أخرى تقرّب الطالب من المستوى المتميز؛ كالافتراض، والإدلاء بالحجج، والتجريد، ودعم الآراء، والمناقشة المستفيضة، والحديث في موضوعات ومواقف غير مألوفة وغيرها. وتتمحور معظم هذه المهام في مهارتي المحادثة والقراءة؛ من غير إغفال لمهارتي الكتابة والاستماع، والثقافة، والقواعد العربية

وكما سبق؛ فإن هذا المستوى يرتقي بلغة الطالب من حيث المحادثةُ، والقراءة، والكتابة، والاستماع، والمواضيع المتنوعة تنوعا كبيرا عامة وخاصة، فلا يخلو الدرس من أنشطة تغطّي اثنتين على الأقلّ من الأربع؛ كالتقديم اليومي لأحد الطلاب، أو المناظرة، أو الجدل، إلخ، ومناقشة نص مقروء؛ تخميني أو بيتي، وكتابة واجبات قصيرة وطويلة، فالأولى تُطلب عدة مرات خلال الفصل، والأخرى مرة واحدة على الأقل في الفصل، على شكل بحث متوسط الطول أو طويل، متناولاً فيه موضوعاً يختاره بنفسه، ويوافق عليه الأستاذ قبل الشروع به، إلى غير ذلك من الأنشطة التي تسمو بالطالب إلى المستوى المراد

ولتحقيق جلّ ذلك فقد أكثر المنهج من النصوص المتنوعة من حيثُ الموضوعات، والمتفاوتة من حيث الطول ؛ ما بين قصير ومتوسط وطويل، والمتراوحة في مستواها بين المتقدم والمتميز؛ من خلال طَرق موضوعات مثل الاتجاهات الفكرية، والقضايا الحقوقية، والسياسة، والاقتصاد، والثقافات، وغير ذلك

**MSA | Level 5 | Issues**

يتناول هذا المستوى مهارات اللغة العربية في جوانبها الأربعة: القراءة، والكتابة، والمحادثة، والاستماع، بغرض خلق وتنمية قدرة الطالب التواصلية باللغة العربية المعاصرة مع الناطقين بها من أبنائها، وذلك من خلال إيجاد وخلق مواقف وسياقات مشابهة تحاكي المواقف الطبيعية التي تستخدم فيها اللغة، وذلك من خلال دراسته مجموعة من القصص القصيرة والمقالات الأدبية والقصائد والرواية، وذلك عبر مجموعة من كتب الأدب العربي وكتب الأدب المترجم، بالإضافة إلى مصادر تعليمية أخرى ستُوضّح لاحقًا

ويُتوقع من الطالب مع نهاية هذا المستوى أن يصل إلى المستوى المتقدم الأدنى- المتقدم الأوسط بناءً على سلم تقييم آكتفل الذي ينتهجه المعهد، ولتحقيق هذا الهدف فعلى الطالب أن ينغمس في الثقافة والمجتمع بشكل كافٍ، فضلًا عن  القيام بواجباته الدراسية المطلوبة منه، وبشكل منتظم وفعّال

**MSA | Level 6 | Media**

يتناول هذا المساق كثيراً من الموضوعات الصحفية المتنوعة، مثل: البيئة والصحة، والربيع العربي، وقضايا المرأة، والحركات الإسلامية، والعلاقات الدولية، والحقوق والحريات، وغير ذلك، عبر مجموعة كبيرة من نصوص القراءة والاستماع، ويتم في هذه النصوص توظيف عدد كبير من المفردات الجديدة، وتوظيف قواعد وتراكيب وعبارات من شأنها تحسين مستوى أداء الطالب في اللغة

ويحتوي هذا المساق على مجموعة من النشاطات التي تتضمن المهارات الأربع، فنجد هذه المهارات في نصوص قرائية، ونشاطات استماع. ويُستفاد من هذه النشاطات في المحادثة والمناقشة، ويحتوي المساق أيضاً على مجموعة كبيرة من واجبات الكتابة، مع توظيف المفردات والعبارات والقواعد بشكل مفيد وسليم، ومراعاة تنوّع موضوعات الكتابة لدفع الطالب إلى خوض مجالات واسعة في إطار الفكر والثقافة

**MSA | Level 6 | Issues**

يتناول هذا المستوى مهارات اللغة العربية في جوانبها الأربعة: القراءة، والكتابة، والمحادثة، والاستماع، بغرض خلق وتنمية قدرة الطالب التواصيلية باللغة العربية المعاصرة مع الناطقين بها  من أبنائها، وذلك من خلال إيجاد وخلق مواقف وسياقات مشابهة تحاكي المواقف الطبيعية التي تستخدم فيها اللغة ، و ذلك من خلال دراسته مجموعة من القصص القصيرة والمقالات الأدبية والقصائد والراوية، وذلك عبر مجموعة من كتب الأدب العربي وكتب الأدب المترجم. بالإضافة إلى مصادر تعليمية أخرى ستُوضّح لاحقاً

ويُتوقع من الطالب مع نهاية هذا المستوى أن يصل الى المستوى المتقدم الأوسط- المتقدم الأعلى بناءً على سلم تقييم آكتفل الذي ينتهجه المعهد ، ولتحقيق هذا الهدف فعلى الطالب أن ينغمس في الثقافة و المجتمع بشكل كافٍ، فضلاً عن  القيام بواجباته الدراسية المطلوبة منه، وبشكل منتظم وفعّال

**Classical Arabic (CA) | Core Program | Skills & Sciences**

Within the Academic Program, Classical Arabic refers primarily to the language of the Qur’an, and secondarily to the various texts and works that are directly inspired by both its form and content. Students receive direct exposure to Islamic legal, theological/philosophical and mystical texts from the classical and medieval periods.

The Classical Arabic program is made up of five levels with each level (except Level 1) divided into two tracks: Skills and Sciences. The Skills focuses on all four language skills (reading, writing, listening, and speaking) whereas the Sciences focuses on grammar, morphology, and (starting in Level 3) close readings of classical texts. In each term, students complete one level. Each level is roughly the equivalent of one year's worth of university Arabic. Your starting level is based on the results of a placement exam you take at the beginning of your first term with us.

Our students engage content-based instruction in areas such as _tafsir_, _hadith_, _sirah_, and sufism. Here, these genres are studied for the purpose of language study and not specifically for their content (although, content can never be stripped away from language). In Level 3 of the sciences section students read major portions of an abridgment of the _Sirah_ of Ibn Hisham. In Level 4, they take sections from the _Ihya_, and in Level 5 they focus on the _tafsir_ of Ibn Ashur along with parts of _Qawa'id al 'Irab_ of Ibn Hisham (the grammarian).

If your university or academic advisor(s) require a sample syllabus or need a translation for the Arabic course descriptions, please send an email to [admissions@qasid.com](mailto:admissions@qasid.com) indicting as such and we’ll be happy to help you.

**Level 1 | Skills & Sciences**

This course is equivalent to an academic year in Elementary Modern Standard Arabic (MSA) at a college or university in the United States. It prepares students to use Arabic for communicative and academic purposes. Students are expected to achieve an Intermediate-Low proficiency on the ACTFL scale by the end of the course. This course begins with an introduction to Arabic phonology and script while at the same time focusing on basic oral communication practice. Students will then transition into situational dialogues and the reading of short passages while emphasizing basic vocabulary and fundamental grammatical structures.

The course offers an integrated skills approach, combining listening, speaking, reading, writing and grammar into meaningful student-centered activities. Students are also provided opportunities to practice their Arabic through structured drills, contextualized exercises and supplementary communicative activities. Students are required to prepare daily assigned grammar drills, vocabulary memorization and basic reading texts. In class, students will engage in oral practice utilizing newly learned vocabulary and structures. They will read supplementary short texts and situational dialogues and will write answers to certain drills.
The course will be evaluated based on class participation, daily written assignments, quizzes, a midterm, a final exam, and a final project.

**Level 2 | Skills**

This course is equivalent to an academic year in Elementary/Intermediate Modern Standard Arabic (MSA) at a college or university in the United States. It prepares students to use Arabic for communicative and academic purposes. Students are expected to reach an Intermediate-Mid level of proficiency according to the ACTFL scale by the end of the course. This course focuses on building fluency in all skill areas. All four skills – listening, speaking, reading and writing – are developed through texts, practice drills, and communicative activities with a focus on newly introduced vocabulary items, idioms, and grammatical structure. Grammatical accuracy will be emphasized with a priority given to the reading skill. Students are required to prepare daily the assigned grammar drills, vocabulary memorization and the basic reading text. In class, students will engage in oral practice utilizing newly learned vocabulary and structures. The course will be evaluated based on class participation, daily written assignments, quizzes, a midterm, a final exam, and a final project.

**Level 3 | Skills**

This course prepares students to use Classical Arabic for communicative and academic purposes. Students are expected to reach an Intermediate-High level of proficiency by the end of the course. This course focuses on building fluency in all skill areas. All four skills – listening, speaking, reading and writing – are developed through texts, practice drills, communicative and analytical activities with a focus on newly introduced vocabulary items, idioms, and grammatical structure. Grammatical accuracy will be emphasized with a priority given to the reading skill supported by authentic texts in Arabic. These texts will be a mixture of short stories, and essays by classical and modern Arab authors. Students are required to prepare daily the assigned grammar drills, vocabulary memorization and the basic reading text. In class, students will engage in practice utilizing newly learned vocabulary and structures. The course will be evaluated based on class participation, daily written assignments, quizzes, a midterm, and a final exam.

**Level 4 | Skills**

يسعى هذا الكتاب إلى الارتقاء بلغة الطالب في جوانبها الأربعة: القراءة، والكتابة، والمحادثة، والاستماع فضلاً عن الثقافة، والعبور بها إلى المستوى المتقدم الأدنى إن تمكن الطالب من ذلك بجهوده الإضافية، وذلك من خلال مجموعة من المهامّ التي تمكّنه من أداء الوظائف اللغوية الخاصة بِهذا المستوى، كَوظائف السرد والوصف في الماضي والحاضر والمستقبل، وإجراء المقارنات والمقابلات، والشرح والتفسير، ناهيك عن إعطاء تعليمات وتنفيذها، ولعب الأدوار المعقدة

وسعياً وراء تحقيق الأهداف السابقة، فَقد سعى مؤلفو الكتاب إلى مراعاة السياق والمحتوى في اختيار نصوص متنوعة متينة الصلة بالتراث العربي، لذلك كانت النصوص متنوعة بين الدينية والأدبية والثقافية والتاريخية، ومشجعة على العرض والمناقشة بين الطلاب. وروعي في اختيار هذه النصوص أن تحفز الدارسين على التفكير والنقاش والتأمل والإنتاج، وأن ترفد الدارسين بالمفردات وأدوات الرّبط التي يحتاجونها في أداء الوظائف اللغوية سابقة الذّكر. وقد جاءت النصوص -في معظمها- في مواقف غير رسمية وبعض المواقف الرسمية. ويُتوقع أن يكون إنتاج الطلبة في هذا المستوى على مستوى الفقرة على المستوى المتقدم بحيث يفهمهم الناس العاديون ممن ليس لديهم احتكاك بِغير الناطقين باللغة

وتستند فلسفة التدريس في هذا المستوى وتتمحور حول الطالب بِاعتباره مركز التعلّم وقلبه، ولا يتعدّى دور الأستاذ في هذا المستوى عن الموجّه والمدرّب والميسّر لِعملية التعليم، ويبدو الاهتمام كبيراً في هذا المستوى في تنمية استراتيجيات التعلّم في مهارات اللغة جميعها: الاستماع والمحادثة والقراءة والكتابة، فضلاً عن توظيف استراتيجيات السياق، والجذر، والوزن والتخمين بشكل فعّال في عمليّة التعلّم والتّعليم

**Level 5 | Skills**

يروم هذا المستوى إلى الوصول بالطالب إلى المستوى المتقدم الأوسط إن تمكن الطالب من بلوغ ذلك بجهوده الإضافية. وذلك من خلال مجموعة من المهامّ التي تمكّنه من أداء الوظائف اللغوية الخاصة بهذا المستوى؛ كالسرد والوصف في الماضي والحاضر والمستقبل، والمقارنة والمقابلة، والشرح والتفسير، وإعطاء التعليمات وتنفيذها، ولعب الأدوار المعقدة، والتعليل، وما شابه، ومهامّ أخرى تَسِم الطالبَ بشيء من صفات المتميز؛ كالافتراض، والإدلاء بالحجج، والتجريد، ودعم الآراء، والمناقشة المستفيضة، والحديث في موضوعات ومواقف غير مألوفة، وغيرها. وتتمحور معظم هذه المهام في مهارتي المحادثة والقراءة؛ من غير إغفال لمهارتي الكتابة والاستماع، والثقافة والقواعد العربية

وكما سبق؛ فإن هذا المستوى يرتقي بلغة الطالب من حيث المحادثة، والقراءة، والكتابة، والاستماع، والمواضيع المتنوعة تنوعًا كبيرًا عامة وخاصة، فلا يخلو الدرس من أنشطة تغطّي اثنتين على الأقلّ من الأربع؛ كالتقديم اليومي لأحد الطلاب، أو المناظرة، أو الجدل، إلخ. ومناقشة نص مقروء؛ تخميني أو بيتي، وكتابة واجبات قصيرة وطويلة، فالأولى تُطلب عدة مرات خلال الفصل، والأخرى مرةً واحدة في الفصل، على شكل بحث متوسط الطول أو طويل، متناولاً فيه موضوعاً يختاره بنفسه، ويوافق عليه الأستاذ قبل الشروع به، إلى غير ذلك من الأنشطة التي تسمو بالطالب إلى المستوى المراد

ولتحقيق جلّ ذلك، فقد أكثر الكتاب من النصوص المتنوعة من حيثُ الموضوعات، والمتفاوتة من حيث الطول؛ ما بين قصير ومتوسط وطويل، والمتراوحة في مستواها بين المتقدم والمتميز. من خلال طرق موضوعات مثل التفسير، والحديث، والأدب العربي، والفلسفة، والخطابة العربية، والتاريخ، وغير ذلك

**Level 6 | Skills**

يروم هذا المستوى إلى الوصول بالطالب إلى المستوى المتقدم الأعلى إن تمكن الطالب من بلوغ ذلك بجهوده الإضافية. وذلك من خلال مجموعة من المهامّ التي تمكّنه من أداء الوظائف اللغوية الخاصة بهذا المستوى؛ كالسرد والوصف في الماضي والحاضر والمستقبل، والمقارنة والمقابلة، والشرح والتفسير، وإعطاء التعليمات وتنفيذها، ولعب الأدوار المعقدة، والتعليل، وما شابه، ومهامّ أخرى تَسِم الطالبَ بشيء من صفات المتميز؛ كالافتراض، والإدلاء بالحجج، والتجريد، ودعم الآراء، والمناقشة المستفيضة، والحديث في موضوعات ومواقف غير مألوفة، وغيرها. وتتمحور معظم هذه المهام في مهارتي المحادثة والقراءة؛ من غير إغفال لمهارتي الكتابة والاستماع، والثقافة والقواعد العربية

وكما سبق؛ فإن هذا المستوى يرتقي بلغة الطالب من حيث المحادثة، والقراءة، والكتابة، والاستماع، والمواضيع المتنوعة تنوعًا كبيرًا عامة وخاصة، فلا يخلو الدرس من أنشطة تغطّي اثنتين على الأقلّ من الأربع؛ كالتقديم اليومي لأحد الطلاب، أو المناظرة، أو الجدل، إلخ. ومناقشة نص مقروء؛ تخميني أو بيتي، وكتابة واجبات قصيرة وطويلة، فالأولى تُطلب عدة مرات خلال الفصل، والأخرى مرةً واحدة في الفصل، على شكل بحث متوسط الطول أو طويل، متناولاً فيه موضوعاً يختاره بنفسه، ويوافق عليه الأستاذ قبل الشروع به، إلى غير ذلك من الأنشطة التي تسمو بالطالب إلى المستوى المراد

ولتحقيق جلّ ذلك، فقد أُكثر من النصوص المتنوعة من حيثُ الموضوعات، والمتفاوتة من حيث الطول؛ ما بين قصير ومتوسط وطويل، والمتراوحة في مستواها بين المتقدم والمتميز. من خلال طرق موضوعات مثل التفسير، والحديث، والتاريخ، والتراجم والطبقات وغير ذلك

**Classical Arabic (CA) | Core Program | Sciences**

**Level 2 | Sciences**

Level 2 is an introductory course in Arabic grammar (syntax) based on the renowned classical primer in Arabic grammar, _al-Muqaddima al-Ajurrumiyya_, with additional materials to lay a basic foundation of morphology.  The course will consist of an organic mixture of interactive lecture, homework review, in-class exercises, and weekly reviews. The course will also make extensive use of _Surah Yusuf_, the accompanying course text, to which the grammatical concepts learned in class will be applied.

**Prerequisites **| It is assumed that a student beginning this class has:

1. Total familiarity with reading and writing the Arabic alphabet and Arabic vowels.
2. Ability to read, pronounce, and write Arabic words.
3. Working vocabulary of a few hundred Arabic nouns and verbs.

However, the course assumes no prior knowledge of Arabic grammar. That is, we will introduce Arabic grammar from scratch. However it _is not_ an easy way to acquire Arabic grammar for the first time. If you have never studied Arabic grammar before, do not know how to conjugate verbs, etc. you will likely need to allocate an additional hour per day of study over the normal work load for the first month.

**Objectives **| At the end of the term, hardworking students should be able to:

1. Use the ten verbal forms with competence, meaning:
2. Be able to recognize the form and type of a derived noun, e.g. _ism_ _fa’il_ (active participle), Form 4.
3. Be able to look up words in a root-word-based dictionary such as Hans Wehr.
4. Be acquainted with several of the common meanings of the various forms, e.g. Form 4 for causation, Form 10 for seeking etc.
5. Recognize and form the various derived nouns, al-mushtaqqat (derived nouns), namely the _ism al-fa\`il_ (active participle), _ism al-maf\`ul_ (passive participle), _al-sifa al-mushabbaha_ (words resembling the active particple), _ism al-tafdil_ (superlative), _ism al-zaman_ (words indicating time), _ism al-makan_ (words indicating place), and _ism al-ala_ (words indicating an instrument).
6. Understand the following aspects in Arabic grammar:
7. The role of grammar in the Arabic language itself
8. The three building blocks of Arabic speech: nouns, verbs and particles, and the signs for each
9. The concept of _i\`rab_ (declension), namely that Arabic words are grouped into four groups based upon roles that they play in a sentence and that each group has a basic sign and various sub-signs.
10. The types of _i\`rab_ (declension): _lafdhi_ (vocalized), _taqdiri_ (implicit), and _mahalli_ (based on the place of a word in a sentence).
11. The types of _mu’rab_ (declinable) words and the various signs for each in the various _i\`rab_
12. The types of verbs, past, present and future and which of them are _mabni_ (non-declinable words) and which are _mu\`rab_ (declinable).
13. The main particles that impact the _fi\`l_ _mudari_ (present tense verb): the _nawasib_ (accusative state impactors) and _jawazim_ (jussive state impactors), their meanings and common usages, including an introduction to the conditional sentence.
14. The reasons for which nouns become _marfu_\` (nominative). This includes knowing the main definitions and structures of the _fa\`il_ (doer of a verb), _na\`ib_ _fa\`il_ (passive doer), _mubtada_ (subject), and _khabr_ (predicate), as well as the _nawasikh_ (abrogating words) that affect the _mubtada_ and _khabr_; namely “_kaana_” and its sisters, “_inna_” and its sisters, and “_dhanna_” and its sisters.
15. The reasons for which nouns follow other nouns in _i\`rab_; namely the _na\`t_ (adjective), \`_atf_ (conjunction), _tawkid_ (emphasis), and _badl_ (substitute). The discussion of the _na\`t_ involves an acquaintance with the types of definite and indefinite noun.
16. The reasons for which nouns become _mansub _(accusative). This includes knowing the main definitions and structures of the _maf\`ul bihi _(direct object), _maf\`ul mutlaq _(verb emphasis), _dharf makan \_and_ zaman* (indicator of place and time), \_hal* (temporary condition), _tamyiz_ (clarifying word), _mustathna_ (exemption), _ism_ _la_ (negated word), _munada_ (called-upon), and _maf\`ul lahu_ (giving a reason).
17. The reasons for which nouns become _majrur_ (genitive), namely being affected by a particle of _jarr_ (genitive state) and the _idafa_ (possession) construct. The student will know the main meanings and usages of the particles of _jarr_ and main usages of the _idafa_

**Level 3 | Sciences**

By the end of this course, students will be able to use Hans-Wehr and a classical dictionary (Lisan al-\`arab) to grammatically translate any section of the sira of Ibn Hisham.

In order to achieve this goal, students need,

- morphology rules (customized to this book)
- grammar rules (customized to this book)
- ancient Arabic style and conventions (customized to this book)
- sira vocabulary (customized to this book)
- a high-level overview of the sira narrative so that they can locate a section within this narrative and use that as an aid to deciphering the meaning
- grammatical translation practice based on all of the above

The core class activity will be a grammatical translation of a section based on the rules that students have learned to date in the course. This class activity will increase in complexity with the increasing complexity of the rules that are learned.

The course will use Martin Lings’ Muhammad: His Life Based on the Earliest Sources as an aid for students to familiarize themselves with the sira and find the meanings of words.

Every lesson will begin by reviewing homework assignment (normally a grammatical translation), then explain a new rule, then conduct a class reading and translation in light of that new rule, then assign homework.

Students will be required to keep a translation portfolio in which they translate all sections of the sira that they do in class or at home. The teacher will periodically review this portfolio to check accuracy of translation. This portfolio will be a tangible product that the student will take away from the course.

**Prerequisites | **This course assumes that students are able to:

1. conjugate strong-letter verbs in all 10 forms,
2. use the Hans-Wehr Dictionary to look up the meaning of a word,
3. determine the grammatical state of a word, and
4. grammatically analyze simple noun and verb sentences without the aid of a translation and more complex noun and verb sentences with the aid of a translation.

**Level 4 | Sciences**

**Course Title | **Grammar applied to selections of إحياء علوم الدين

**Course Goal |** By the end of this course, students will be able to use Hans-Wehr and a classical dictionary (Lisan al-\`arab or al-Misbah al-Munir) to completely vowel and grammatically translate any section of the _Ihya_.

In order to achieve this goal, students need to:

1. use an Arabic dictionary to look up the meaning of a word,
2. determine the grammatical state of a word, and
3. basic knowledge of weak letter and irregular verbs (_mithal, ajwaf, naqis, muda’af, mahmuz_)
4. grammatically analyze simple noun and verb sentences without the aid of a translation and more complex noun and verb sentences with the aid of a translation.
5. students should have an appropriate level of language skills (at least the equivalent Level 4 skills level)
6. grammatical translation practice based on all of the above

**Summary | **Level 4 Sciences is primarily concerned with the application of Arabic grammar to understanding classical texts.  There is one main text, إحياء علوم الدين which is supplemented by other texts listed below.  They range from grammar texts, dictionaries and research texts that will supplement the core text.

|                                                                          |
| ------------------------------------------------------------------------ |
| Additional Texts                                                         |
| شرح الزبيديحاشية الصاوي على الجلالينالأربعين في أصول الدينالمصباح المنير |

All of the texts will be approached at an introductory level and are not expected to be completed.  Only those aspects which are relevant to strengthening a student’s understanding in reading will be introduced from the theoretical side of the course.  However, at the end of the course, the student should be capable of continuing to study the texts on their own.

Every lesson will begin by reviewing homework assignment (normally a grammatical translation), then providing an overview of the next section, then conducting some group work in light of that new section, then assigning homework.

**Level 5 | Sciences**

**:وصف المساق**

**يتناول الخامس الكلاسيكي/مساق العلوم موضوعات متعددة بالدراسة: تفسير القرآن الكريم، البلاغة وأقسامها، القواعد الكلاسيكية وأجزاء من المعلّقات  والقصائد الشعرية القديمة، حيث يتم قراءة كل السابق بعين لغوية ناقدة، تمحّص في التراكيب اللغوية والنحوية والبلاغية، ليخرج الطالب في نهاية الفصل ولديه تصوّر كامل عن أهميّة تضافر أبواب اللغة جمعاء  في سبيل إخراج معنى سوي صحيح ودقيق**

**:وقد اعتمدت المصادر الآتية للدراسة في هذا المساق**

**تفسير تحرير المعنى السديد وتنوير العقل الجديد من تفسير الكتاب المجيد\*\***/ سورة لقمان\*\*

**كتاب تيسير البلاغة لأحمد القلّاش**

**موصل الطلاب إلى قواعد الإعراب لصاحبه خالد عبدالله الأزهري، وهو كتاب يشرح كتاب قواعد الإعراب لابن هشام**

**مجموعة من النصوص الشعرية (يتم تناولها إذا ما أحب الطلاب ذلك)**

**وتجدر الإشارة هنا إلى أنّ \*\***جميع النصوص المختارة حقيقية، ولم يجرِ عليها أي تعديل أو تصرف، وستوزَّع على الدارسين مصورةً من نسخة الكتاب الأصلية ما أمكن ذلك؛ حتى يتحقق لديهم شعور بأنهم يقرؤون من الكتاب الأصلي نفسه، فينكسر حاجز الخوف المفترض، الذي يتوهّمه كثير ممن يُقدِمون على دراسة هذه المواد\*\*

\*\* \*\*

**:أهداف المساق**

**:يهدف هذا المساق إلى**

**التمكّن من إدراك أسلوب ابن عاشور في تفسيره التحرير والتنوير، وفهم منهجه**

**القيام بمراجعة عامّة للقواعد من خلال قراءة تفسير التحرير والتنوير ، و قواعد الإعراب**

**الوصول إلى نقاط ضعف الطلاب في النحو العربي من خلال القراءات**

**دراسة أبواب البلاغة، وحل تدريبات عليها، و التمكّن من تمييزها إن وردت في نص حقيقي**

**معرفة الأوجه الإعرابية لبعض الألفاظ التي لم ترد في أبواب النحو المعتمدة في الكتب النحويّة، وذلك من خلال كتاب ( موصل الطلاب إلى شرح قواعد الإعراب)**

**الاعتياد على قراءة نصوص عربية كلاسيكية، والتعامل معها، باعتبار أن باعتبار أنّ كتب التفسير والفقه والتاريخ واللغة، من أبرز ما خلّفه التراث الإسلامي في هذا الصدد**

** جَعْل مضامين المصنفات في العلوم الإسلامية مجالاً خَصْبًا لإنتاجه كتابةً ومحادثةً، والاستفادة من ذلك من خلال التعليق على ما نتعرّض له من نصوص، ومناقشتها بالوصف والعرض، والتحليل والنقد، والأخذ والردّ، والقَبول والرفض**

**Levantine Arabic (LA)**

The Levantine Arabic Program (LA) focuses on speaking and practical application while introducing students to the vocabulary, expressions and structures found in LA. Through a mixture of synchronous and asynchronous activities, students engage LA through role plays, dialogues, debates, presentations and more. As with the MSA program, the synchronous and asynchronous aspects of the program work to reinforce concepts and build students’ confidence with LA usage in a variety of settings.

Even the most experienced Arabic students will notice something in their first cab ride, or grocery store transaction in Amman: the locals don’t typically use the Fusha. In other words, having a background in the local dialect is one of the best ways for students to maximize their daily interaction and communication whether travelling, studying or working abroad.

This course is crafted to help students master local, everyday language usage, so that they feel better integrated into their regional surroundings, living and working among native Arab speakers in any setting. Ammiya is a recognized as a necessary facet of any student’s progression towards that coveted, native-like language proficiency.

**The Course is Comprised of Five Levels**

The first level  focuses on speaking practice while introducing students to commonly-used vocabulary, expressions and structures found in Jordanian Ammiya or Colloquial Arabic. It includes expressing and asking about personal information, navigating daily life, getting around town, shopping, dining out, and customary social greetings.

The second and third levels focuses on speaking practice while building a student’s foundation in the commonly-used vocabulary, expressions and structures found in Jordanian Ammiya or Colloquial Arabic. Classroom activities will engage students in practical application through increasingly complex role playing and dialogue to reinforce concepts and use of more varied, nuanced structures. It includes topics central to daily life whether you are expressing or exchanging information related to work, study or recreation, reserving lodging and transportation, or giving personal opinions on common topics. This will help you: –

- Feel more at ease when interacting with local, native Arabic speakers whilst helping you understand immediate Ammiya usage common on billboards, cartoons, radio, internet and TV and appreciate many interesting facets of Arabic culture.

The fourth and fifth levels build on a student’s solid foundation in Jordanian Ammiya or Colloquial Arabic and aims to take them to higher levels of expression and understanding. Converse and interact with local, native Arabic speakers with greater confidence based on a solid proficiency in colloquial Arabic, Engage Ammiya-based media and advertising (print, online, radio, TV) with comfort and good understanding and Express advanced-level key colloquial vocabulary, and structures in a variety of real-life situations.

- This will compliment one’s studies in Modern Standard Arabic by teaching how to frame structured arguments mixing between Ammiya and MSA to support opinions, construct hypotheses, and discuss matters of particular interest on specialized topics.

**Speaking Partner Program**

Qasid’s Speaking Partner (SP) connects beginner, intermediate, and advanced students of Arabic with Qasid’s faculty.  The SP relies purely on synchronous learning tools and allow students to focus on developing their speaking and listening skills along with their cultural literacy.

In the SP, students meet with their language partner individually based on the number of weekly class hours they choose.\*\*
\*\*

**Private Tutoring Program**

A key factor in any language learning experience is specialized instruction. Students who have access to one-on-one time with their colleagues, friends, and/or instructors can move at an accelerated pace and receive feedback unique to their own language growth.

Qasid’s Private Tutoring Program (PT) gives students the opportunity to engage the learning process through specialized content presented in a manner, and at a pace, that fits their individual needs.

With PT, students meet with their instructor(s) individually and based on the number of weekly class hours they choose.

**Supplementary Courses | Additional Offerings**

The following supplementary courses will be offered this winter based on student interest and scheduling. If you are interested in signing up for one or more of these courses, please indicate as such in your registration form (above).

**Pronunciation | Tajwid**

As a foundational course in the basics of correct Arabic pronunciation, this class helps students develop a more authentic Arabic accent, the ability to read Arabic texts with greater ease and, not to mention, increased confidence as an Arabic learner.  Based on a traditional Arabic science that dates back centuries, Tajwid enhances students’ appreciation of the complexities and beauty of the Arabic language and introduces its application as an art form in the medium of recitation.\*\* \*\*

**The Arab Kitchen**

The goal of this course to increase the cultural awareness of students through one of the cornerstones of Arab society – namely Arab cuisine. This course combines between language and culture, and theory and practice. In this course students will have first-hand experience of cooking five of the most popular Arab dishes. Through this experience students will learn Arab cooking theory, techniques and widely used vocabulary and expressions used while cooking.

**Arabic Calligraphy**

This course aims to show students the importance of Arabic Calligraphy in Arab society. The course will discuss the history, development, types and common characteristics of Arabic Calligraphy. Students will also view and discuss samples of historical and contemporary calligraphy pieces. By the end of the course, students will have improved their writing of the Arabic script

**GUEST SPEAKERS**

In any program, extra-curricular activities play a vital role in keeping students excited and motivated. Moreover, some of the best learning opportunities arise in settings that are less formal and allow students to follow their interests and explore new horizons.

With that in mind, schedule permitting, this year’s program will include a monthly guest lecture series aimed at introducing students to a wide range of activists, artists, and public intellectuals. As the lectures will be given in Arabic, students will get the chance to practice what they are learning in class while at the same time gaining greater insight into Jordanian society and culture. Depending on the topic and speaker, lectures will last between 30 minutes and an hour and have time set aside for Q&A.

**POST-PROGRAM DETAILS**

As Arabic doesn’t end with the last day of class, we make sure that students’ learning doesn’t end either. To that end, program participants continue to have access to their Canvas pages and class recordings for up to three months after the end of their course.

Additionally, upon successful completion of their course, students are given digital certificates, offering much more than their paper-based counterparts. With digital certificates, students can create academically-sound portfolios in which they can save and share their written work, video presentations, and projects. Easily shared on social media, this digital tool allows them to showcase their memories, cherish their efforts, and invite others to do the same. Most importantly, for administrators and faculty, it gives complete visibility and insight into the competence levels achieved by their students.

Finally, students can also receive official transcripts for their fall studies. Based on their preference, these transcripts can be provided digitally (and attached to their password-protected online certificates) or mailed as physical copies.

**ADMINISTRATION, FOLLOW UP & TROUBLESHOOTING**

As language learning, whether onsite or online, never occurs in a vacuum, an accessible and responsive administrative team play an essential role in the success of any program. Qasid’s administrative staff is regularly available to assist students in handling any personal, logistical, or academic issues that arise before, during, or after the program. This assistance includes the following:

- Academic advising

  - Students are able to arrange one-on-one meetings with one of our academic advisors to speak about their study of Arabic, current progress, and future career goals. Additionally, they can get advice/tips on how to best go about studying a second language and use their time.

- Logistical Troubleshooting

  - Students can speak to our staff about any challenges they are facing regarding their schedule, classroom dynamics, or course content

- IT Troubleshooting

  - Our IT staff are available in/outside of class hours to assist in getting past any technical road bumps

- Counseling

  - Students who are in need of counseling or support for their personal well being can request to be put in contact with professional counselors and therapists

    - The costs for these sessions vary based on their frequency and any prescribed treatment involved.

**Tuition & Payments**

The tuition for the 2022 Fall Term will follow our normal tuition scale. For more information, please see [here](https://www.staging9.qasid.com/admissions/tuition/).

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