Arabic 3

Arabic 3 builds upon the skills and knowledge developed in Arabic 1 and 2, guiding students toward intermediate proficiency in the language and further deepening their cultural awareness of the Arabic-speaking world. Students will refine their abilities in speaking, listening, reading, and writing, with an emphasis on more nuanced expressions, complex grammatical structures, and expanded vocabulary. They will engage in conversations on diverse topics, write longer and more detailed passages, and analyze authentic texts to enhance their comprehension and interpretive skills. Cultural exploration remains a cornerstone of the course, as students examine contemporary issues, literature, and media from Arabic-speaking countries, fostering a well-rounded understanding of the language in its real-world context. By the end of the course, students will be able to confidently navigate intermediate-level communicative scenarios and demonstrate a greater appreciation for the linguistic and cultural diversity of the Arabic-speaking world.

To successfully complete this course, students will need access to a laptop or desktop computer with a reliable internet connection and a working webcam and microphone.

In addition, this course may require purchase of texts or other course materials.

CLI partner schools observe a wide range of calendars, including academic years which begin both before and after Labor Day. To accommodate this, yearlong courses are offered with both “August start” and “September start” options. For more information and to assist us in matching your school’s calendar, please reach out to your CLI contact.

This Fixed-Paced course incorporates a blend of synchronous and asynchronous elements. Students and teacher meet live via zoom on a regular weekly schedule. In addition, students complete coursework including guided readings, interactive videos, text and video-based discussion threads, problem sets, individual and collaborative projects, and so on. While these activities are time-flexible, teachers sequence them with weekly deadlines to help students keep on track and encourage and support the development of productive time management skills.

During the course orientation period, CLI asks students to complete a survey on their availability for live class meetings. Teachers set individual class meeting times based on student responses.