The impact of language. Collaborating across borders to the design, development and promotion of an Online Palestinian Arabic Course
Lead Research Organisation:
University of Glasgow
Department Name: School of Education
Abstract
The design, development and promotion of an Online Palestinian Arabic Course (OPAC) will significantly extend the impact of the AHRC project 'Researching Multilingually at the Borders of Language, the Body, Law and the State' (RM Borders). The RM Borders Project was funded through the Translating Cultures themes and led by Prof Alison Phipps (University of Glasgow). The OPAC will expand the impact of the Teaching Arabic to Speakers of Other Languages case study (TASOL CS) of the RM Borders Project through the design of an innovative online Arabic course that is sustainable, grounded in Palestinian culture and language and adapted for delivery in challenging contexts.
The TASOL CS was a piece of action research to train online teachers of Arabic in the Gaza Strip (Palestine). For the past 10 years, the Gaza Strip has been under Israeli blockade. Because of the blockade, the population of the Strip is in a state of forced immobility, unable to move freely in and out of the Gaza Strip. The blockade has resulted in very high unemployment, especially among young graduates, and in forced cultural and linguistic homogeneity. The aim of the TASOL CS was to create opportunities for multilingual, intercultural and professional collaboration between graduates of the Islamic University of Gaza (IUG) - a partner institution in the RM Borders Project - and a team of foreign language teaching experts based at the University of Glasgow (UoG). It consisted in a 60-hour training course for a group of graduates from IUG, to co-explore effective practices for Arabic language teaching through online tools.
The TASOL CS was instrumental in the establishing of the Arabic Center, an offshoot of the RM Borders Project. Housed at IUG, the Arabic Center offers opportunities for online work to the teachers of Arabic that were trained through the TASOL CS. As a practical output of the TASOL CS, the Palestinian teachers have now the opportunity to work online, teaching Arabic learners worldwide. As well as enabling them to gain financially, online work also offers the Palestinian teachers and their international students opportunities to engage in intercultural and multilingual exchanges.
The first group of online international learners who were taught by the trained teachers at the Arabic Center expressed high satisfaction in the course they completed. However, they also voiced a need for curricula and resources grounded in Palestinian culture, art, literature and heritage and for engaging with Palestinian Arabic alongside the modern standard variety of the language. The OPAC - to be designed collaboratively with the TASOL trained teachers - will be an innovative language course (36 hours, Beginner level) that meets this need, and which offers a unique leaning experience and a pioneering syllabus for online education in/from a context of crisis. The OPAC will also build on the expertise gained through the design of the successful Multilingual Learning for a Globalised World MOOC, an output of the RM Borders Project, and will contribute to the portfolio of work done under the UNESCO chair on 'Refugee Integration through Language and the Arts' held by Prof Phipps, UoG.
The online TASOL course delivered as part of the RM Borders project has already received much attention by academic and non-academic audiences and a presentation on it was one of the few selected for presentation at the UNESCO/UNHCR Mobile Learning Week (Paris, March 2017), which focussed on 'Education in Situations of Emergencies and Crisis'.
The design, development and promotion of an innovative, context-specific, multimedia, multimodal online course will expand significantly the impact of the RM Borders project, greatly enhancing its economic social and cultural value by ensuring engagement of new audiences worldwide with the work carried out at the Arabic Center, and by providing a template for effective and sustainable online language teaching in challenging contexts.
The TASOL CS was a piece of action research to train online teachers of Arabic in the Gaza Strip (Palestine). For the past 10 years, the Gaza Strip has been under Israeli blockade. Because of the blockade, the population of the Strip is in a state of forced immobility, unable to move freely in and out of the Gaza Strip. The blockade has resulted in very high unemployment, especially among young graduates, and in forced cultural and linguistic homogeneity. The aim of the TASOL CS was to create opportunities for multilingual, intercultural and professional collaboration between graduates of the Islamic University of Gaza (IUG) - a partner institution in the RM Borders Project - and a team of foreign language teaching experts based at the University of Glasgow (UoG). It consisted in a 60-hour training course for a group of graduates from IUG, to co-explore effective practices for Arabic language teaching through online tools.
The TASOL CS was instrumental in the establishing of the Arabic Center, an offshoot of the RM Borders Project. Housed at IUG, the Arabic Center offers opportunities for online work to the teachers of Arabic that were trained through the TASOL CS. As a practical output of the TASOL CS, the Palestinian teachers have now the opportunity to work online, teaching Arabic learners worldwide. As well as enabling them to gain financially, online work also offers the Palestinian teachers and their international students opportunities to engage in intercultural and multilingual exchanges.
The first group of online international learners who were taught by the trained teachers at the Arabic Center expressed high satisfaction in the course they completed. However, they also voiced a need for curricula and resources grounded in Palestinian culture, art, literature and heritage and for engaging with Palestinian Arabic alongside the modern standard variety of the language. The OPAC - to be designed collaboratively with the TASOL trained teachers - will be an innovative language course (36 hours, Beginner level) that meets this need, and which offers a unique leaning experience and a pioneering syllabus for online education in/from a context of crisis. The OPAC will also build on the expertise gained through the design of the successful Multilingual Learning for a Globalised World MOOC, an output of the RM Borders Project, and will contribute to the portfolio of work done under the UNESCO chair on 'Refugee Integration through Language and the Arts' held by Prof Phipps, UoG.
The online TASOL course delivered as part of the RM Borders project has already received much attention by academic and non-academic audiences and a presentation on it was one of the few selected for presentation at the UNESCO/UNHCR Mobile Learning Week (Paris, March 2017), which focussed on 'Education in Situations of Emergencies and Crisis'.
The design, development and promotion of an innovative, context-specific, multimedia, multimodal online course will expand significantly the impact of the RM Borders project, greatly enhancing its economic social and cultural value by ensuring engagement of new audiences worldwide with the work carried out at the Arabic Center, and by providing a template for effective and sustainable online language teaching in challenging contexts.
Planned Impact
Beneficiaries for the design, development and promotion of the OPAC have been identified as follows:
1. The Arabic Center (housed at the Islamic University of Gaza), which will: become a centre for excellence for online language education; build capacity to offer training and advisory services in the field of online Arabic language teaching/learning in challenging contexts.
2. Language teachers at the Arabic Center co-developing the OPAC, who will gain skills in curriculum design for online teaching/learning.
3. Language teachers at the Arabic Center, who will benefit from having access to a ready-made, bespoke, sustainable course that is grounded in Palestinian culture and art, and tailored for online delivery from a challenging context.
4. NGOs and agencies working with Palestinian refugees, and, more generally potential Arabic language learners, who will benefit from a course that is contextually grounded in Palestinian culture, heritage, art and language, tailored for online and mobile learning, and sustainable.
5. Other NGOs, who will benefit from transferable knowledge, strategies and processes on online and mobile education in challenging situations.
6. International and supranational development agencies, with whom insights into best practices and strategies for online/mobile learning that are sustainable and widely accessible will be shared.
The PI and project administrator will collect information on users and beneficiaries in each of the 6 categories above, during and towards the end stages of the project. Existing networks of relationships based on previous projects will be activated with a database of potential beneficiaries established in the first 2 months of the project. The KETSO participatory action tool will be used to plan in detail appropriate pathways to impact for each of the 6 categories identified. Each Co-I will be responsible for mapping potential users and beneficiaries and for creating communication pathways where necessary.
All users and beneficiaries mentioned above and wider interested population will be contacted in a variety of up-to-date tools of communications including emails, social media, face- to-face visit, VC and skype-based meetings and activities, messengers, WhatsApp, etc. IUG has experience in conducting promotion and dissemination campaigns using hashtag of such social media. On-going public engagement and promotion will be developed through a weekly blog. This will be kept regularly from month 2 of the project and will collect relevant articles and news as well as provide taster lessons and an ongoing narrative on the project's development. The blog will be liked to a Facebook page and will be tweeted ensuring that the tweet is picked up by linked twitter accounts with a very large number of followers (e.g. University of Glasgow School of Education, RM Borders, Multilingual Learning; GRAMNet). Communication through campaign and international solidarity organisations is crucial to promoting the OPAC. Here the networks of Friends of Palestine and articles in leading Palestinian online media will be targeted. NGOs and international relief agencies (IUG has up-to-date, comprehensive database of such multi-international charity agencies) will be targeted through established links. A project report will also be circulated to all these organisations. Policy makers will be engaged through the presentation and promotion of the OPAC at the 2018 edition of UNESCO/UNHCR Mobile Learning Week. Moreover, the Arabic Center will host a launch of the OPAC to which all organisations working in Palestine/with Palestinian refugees will be invited. Academic organisations will be engaged through journal articles and presentations to relevant events, e.g. the 2018 CERCLL Conference at the University of Arizona.
1. The Arabic Center (housed at the Islamic University of Gaza), which will: become a centre for excellence for online language education; build capacity to offer training and advisory services in the field of online Arabic language teaching/learning in challenging contexts.
2. Language teachers at the Arabic Center co-developing the OPAC, who will gain skills in curriculum design for online teaching/learning.
3. Language teachers at the Arabic Center, who will benefit from having access to a ready-made, bespoke, sustainable course that is grounded in Palestinian culture and art, and tailored for online delivery from a challenging context.
4. NGOs and agencies working with Palestinian refugees, and, more generally potential Arabic language learners, who will benefit from a course that is contextually grounded in Palestinian culture, heritage, art and language, tailored for online and mobile learning, and sustainable.
5. Other NGOs, who will benefit from transferable knowledge, strategies and processes on online and mobile education in challenging situations.
6. International and supranational development agencies, with whom insights into best practices and strategies for online/mobile learning that are sustainable and widely accessible will be shared.
The PI and project administrator will collect information on users and beneficiaries in each of the 6 categories above, during and towards the end stages of the project. Existing networks of relationships based on previous projects will be activated with a database of potential beneficiaries established in the first 2 months of the project. The KETSO participatory action tool will be used to plan in detail appropriate pathways to impact for each of the 6 categories identified. Each Co-I will be responsible for mapping potential users and beneficiaries and for creating communication pathways where necessary.
All users and beneficiaries mentioned above and wider interested population will be contacted in a variety of up-to-date tools of communications including emails, social media, face- to-face visit, VC and skype-based meetings and activities, messengers, WhatsApp, etc. IUG has experience in conducting promotion and dissemination campaigns using hashtag of such social media. On-going public engagement and promotion will be developed through a weekly blog. This will be kept regularly from month 2 of the project and will collect relevant articles and news as well as provide taster lessons and an ongoing narrative on the project's development. The blog will be liked to a Facebook page and will be tweeted ensuring that the tweet is picked up by linked twitter accounts with a very large number of followers (e.g. University of Glasgow School of Education, RM Borders, Multilingual Learning; GRAMNet). Communication through campaign and international solidarity organisations is crucial to promoting the OPAC. Here the networks of Friends of Palestine and articles in leading Palestinian online media will be targeted. NGOs and international relief agencies (IUG has up-to-date, comprehensive database of such multi-international charity agencies) will be targeted through established links. A project report will also be circulated to all these organisations. Policy makers will be engaged through the presentation and promotion of the OPAC at the 2018 edition of UNESCO/UNHCR Mobile Learning Week. Moreover, the Arabic Center will host a launch of the OPAC to which all organisations working in Palestine/with Palestinian refugees will be invited. Academic organisations will be engaged through journal articles and presentations to relevant events, e.g. the 2018 CERCLL Conference at the University of Arizona.
Organisations
Publications
Fassetta G
(2018)
Palestinian Arabic Blog
Fassetta G
(2020)
The role of stories in the design of an online language course: ethical considerations on a cross-border collaboration between the U.K. and the Gaza Strip
in Language and Intercultural Communication (Special Issue)
Fassetta G
(2020)
The role of stories in the design of an online language course: ethical considerations on a cross-border collaboration between the U.K. and the Gaza Strip
in Language and Intercultural Communication
| Title | Palestinian Arabic Blog |
| Description | Blog chronicling the development of the Online Arabic from Palestine Course |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2018 |
| Impact | Raising awareness of the OPAC |
| URL | https://palestinian-arabic.blog/ |
| Description | We have developed a route to employment for Arabic teachers in the Gaza strip through the Online Arabic from Palestine (OAfP) language course. The course explicitly aimed to redress the high unemployment rate of language graduates in the Gaza Strip, the project was guided by a social-justice-through-education agenda. The international team designing the course gradually moved from talking about intercultural communication to doing intercultural communication during the process of negotiating the storyline and creating the course materials. We also explored the meanings that the language course's stories carry from two perspectives: of team based in Scotland and in the Gaza Strip. Reflection on the use of the capabilities approach as a framework for the design and development of an online language course in situation of protracted crisis has revealed insights that can be useful for similar work in other challenging contexts and to teach a range of languages. A postcolonial lenses on the capabilities approach in language teaching/learning with Global South partners also reveals the shortcomings of this approach for indigenous contexts and the need to fuse local knowledges and understandings and the capability approach. |
| Exploitation Route | Potential for findings to be developed to attract further funding to expand course offering to following users to provide linguistic hospitality to Arabic Speakers: - To third sector organisation workers (UK/International) - Statutory agencies in UK (teachers / NHS workers etc.) Potential to develop parallel model to promote online teaching and learning of other skills. Potential to define a theoretical, capabilities-based framework that draws on Indigenous knowledges and approaches for language education |
| Sectors | Communities and Social Services/Policy,Creative Economy,Digital/Communication/Information Technologies (including Software),Education,Culture, Heritage, Museums and Collections,Other |
| URL | https://palestinian-arabic.blog/ |
| Description | The work we have done on the OPAC had several female collaborators. Since the OAfP course is designed to be taught online, it allows Palestinian women to work flexibly and from home, which is a benefit for those who have family commitment and also because it does not require them to travel after dark, which is not always acceptable or feasible for females in the Gaza Strip. Working with male and female colleagues, we tried to encourage female presence as much as possible, both in 'real life' as trainers and course developers but also in the narrative of the course. This outcome relates to Sustainable Development Goal (SDG) 5 - Gender equality, specifically 5.5: "Ensure women's full and effective participation and equal opportunities for leadership at all levels of decision making in political, economic and public life". In relation to SDG 8 - Decent work and economic growth - OPAC project has contributed to the provision of decent employment in the Gaza Strip.. Four of our original Arabic teachers at IUG are now trainers, we have trained 17 new teachers and provided employment opportunities to about 15 people (trainers and course developers, coordination, IT and media experts). The trained teachers (including those also employed as trainers in the OPAC project) are teaching online paying learners who are taking the Online Arabic from Palestine (OAfP) course. The latest report from the Arabic Center shows that 93 people have taken the OAfP course. Some of them have then gone on to take another course at the Arabic Centre, for a total of 224 courses (so far). Each course earns the Arabic Center US$260 (which pays for teaching and admin staff, estates and indirects). As a result of the OPAC project, the Arabic Center of the Islamic University of Gaza has gained international visibility and has been contacted by academic institutions and further education institutions from a range of countries (the Maldives, Germany, Belgium, Saudi Arabia) to provide expertise in online Arabic language education. In 2021 the Arabic Center signed a cooperation agreement with the Ajyal School in Berlin to prepare a long-term training material that teaches graduates how to teach Arabic to non-native speakers, as well as promoting the language of Arabic to non-graduates of Arabic and how to teach it to foreigners to open up greater job opportunities for them in this field. In 2021 the OAfP has been used in a doctoral research by Ms Sahar Alshobaki (University of Roehampton) to investigate linguistic approaches and responses to learning and learner identity. In 2021 Mr Jehad Abujazar, one of the Arabic teachers involved in the project, completed a Master's degree at the Istanbul Kültür Üniversitesi (Turkey). His dissertation was based on insights gained from teaching as part of the OPAC project. Jehad is currently applying for a PhD on the same subject in Quatar. In 2022 the OPAC project resulted in a further Follow on Funding grant from the AHRC which has recently started (Ref n AH/W006030/1). This new project adapts the OAfP course so it can be taught to staff in Scottish education. This proof of concept project aims to enact refugee integration as a two-way process and to offer 'linguistic hospitality' to Arabic speaking New Scots. In 2022, Ms Lubna Alhajjar, one of the OPAC teachers, started a Master's degree at the University of South-Eastern Norway. She is planning a dissertation that closely aligns with insights gained as part of the OPAC project. She is already considering a doctorate in the same area. In 2022, Ms Hala Shraim, project administrator at IUG, left her part time post at the Arabic Center to take on a full time post as an administrator for a local enterprise. Her experience of managing an international project was crucial in gaining this position, which is a very sought after one in a place of high unemployment such as the Gaza Strip. |
| First Year Of Impact | 2018 |
| Sector | Digital/Communication/Information Technologies (including Software),Education |
| Impact Types | Cultural,Societal,Economic |
| Description | Collaboration between IUG Arabic Center and the Boost Foundation for languages (Brussels) |
| Geographic Reach | Multiple continents/international |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | The OPAC project enhanced the visibility and profile of IUG Arabic Center as a provider of training and teaching for the online delivery of Arabic as a foreign language. This led to a partnership agreement with the Boost foundation for languages (https://www.boost-edu.be/) based in Brussels, which will result in continued employment opportunities for the trainers and teachers that were part of the OPAC project and for the wider expansion of the OPAC's main output, the Online Arabic from Palestine language course. |
| URL | https://m.facebook.com/story.php?story_fbid=2400963106882255&id=1496996223945619 |
| Description | Impact on Gaza local economy |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | the Arabic language education course reflected the experiences, priorities and constraints of those delivering the course in the Gaza Strip. In this context, digital storytelling and digital presence were utilised to develop an authentic and culturally-specialised approach to language education and intercultural integration. Since the launch of the Online Palestinian Arabic Course (2017) over 70 people have taken the course-which has generated approximately $17,500 USD for the local economy-with some learners returning to complete the independent and proficient levels. A teacher who trained to deliver the course, said: '[these programs were] really amazing, distinguished, and perfect for me to learn the basics in this field. Not only it qualified me to teach the curriculum assigned for each level, but also it helped me to create my own curriculum that I can depend on. I still remember how I couldn't sleep when it was my first experience to deliver a lesson online.' |
| URL | https://palestinian-arabic.blog/ |
| Description | Training/educational developments |
| Geographic Reach | Multiple continents/international |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | OPAC contributes to decent work and economic growth in the Gaza Strip - attracting paying learners to the Arabic Center. The IUG Arabic Center has received notes of interest for the teaching of Arabic online from the Maldives, Saudi Arabia, Turkey and Germany. It's still early days, but there is interest in the work of the Arabic Center and the OPAC project played a big role in this. Four of our original Arabic teachers at IUG are now trainers, and together we trained 17 new teachers of Arabic. Between the OPAC funding and follow up funding through the GCRF IAA, work has been created for about 15 people (i.e. for trainers and course developers, coordination, IT and media experts, plus Co-I Nazmi Al-Masri). Developing the OAfP language course (OPAC project) and organising/delivering the related120 hours training course (funded through GCRF IAA) has resulted in the upskilling of 8 teachers in the Gaza Strip, who now have experience of course design and/or training, use of several online platforms, and teaching online. What is also very important is that the work done has built capacity and sustainability through providing avenues for online language teaching, so hopefully it will have set a virtual cycle in motion. |
| URL | http://arabic.iugaza.edu.ps/News |
| Description | Culture for Sustainable and Inclusive Peace (CUSP) |
| Amount | £2,037,196 (GBP) |
| Funding ID | AH/T007931/1 |
| Organisation | Arts & Humanities Research Council (AHRC) |
| Sector | Public |
| Country | United Kingdom |
| Start | 04/2020 |
| End | 09/2023 |
| Description | Culture for Sustainable and Inclusive Peace (CUSP) - Development Award |
| Amount | £53,784 (GBP) |
| Funding ID | AH/T005424/1 |
| Organisation | Arts & Humanities Research Council (AHRC) |
| Sector | Public |
| Country | United Kingdom |
| Start | 07/2019 |
| End | 06/2020 |
| Description | GCRF Impact Acceleration Account |
| Amount | £62,448 (GBP) |
| Funding ID | EP/S51584X/1 |
| Organisation | University of Glasgow |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 11/2018 |
| End | 03/2019 |
| Description | Welcoming Languages: Including a Refugee Language in Scottish Education |
| Amount | £81,993 (GBP) |
| Funding ID | AH/W006030/1 |
| Organisation | Arts & Humanities Research Council (AHRC) |
| Sector | Public |
| Country | United Kingdom |
| Start | 01/2022 |
| End | 11/2023 |
| Title | Online Arabic from Palestine Course |
| Description | Digital storytelling and digital presence were utilised to develop an authentic and culturally-specialised approach to language education and intercultural integration. The Online Arabic from Palestine Course will be run by the IUG Arabic Centre and all proceeds will remain with them. |
| IP Reference | |
| Protection | Copyrighted (e.g. software) |
| Year Protection Granted | 2017 |
| Licensed | Yes |
| Impact | Since the launch of the Online Palestinian Arabic Course (2017) over 70 people have taken the course-which has generated approximately $17,500 USD for the local economy-with some learners returning to complete the independent and proficient levels. A teacher who trained to deliver the course, said: '[these programs were] really amazing, distinguished, and perfect for me to learn the basics in this field. Not only it qualified me to teach the curriculum assigned for each level, but also it helped me to create my own curriculum that I can depend on. I still remember how I couldn't sleep when it was my first experience to deliver a lesson online.' (confirmed by report [L]). |
| Title | Online Arabic from Palestine Course |
| Description | Arabic language education course reflecting the experiences, priorities and constraints of those delivering the course in the Gaza Strip - delivered online and via live video link teaching |
| Type Of Technology | Webtool/Application |
| Year Produced | 2019 |
| Impact | This Arabic language education course reflects the experiences, priorities and constraints of those delivering the course in the Gaza Strip. In this context, digital storytelling and digital presence were utilised to develop an authentic and culturally-specialised approach to language education and intercultural integration. Since the launch of the Online Palestinian Arabic Course (2017) over 70 people have taken the course-which has generated approximately $17,500 USD for the local economy-with some learners returning to complete the independent and proficient levels. |
| URL | http://arabic.iugaza.edu.ps/ |
| Description | "A zero-sum game? English and refugee languages: a critical reflection" |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | Lecture at University of Groningen. Leeuwarden Summer School on Cultural & Linguistic Diversity. |
| Year(s) Of Engagement Activity | 2021 |
| Description | "The role of stories in the design of an online language course: reflections on capabilities, identity and self-portrayal" |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Other audiences |
| Results and Impact | De Montfort University (Leicester, UK) Peace, Equality and Social Justice and SDG 16 Conference |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://www.dmu.ac.uk/research/themes/peace-equality-and-social-justice/index.aspx |
| Description | European Educational Research Association (EERA) Conference |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Presentation: "Besieged language, excluded identity, unbounded emotions: co-designing an online Palestinian Arabic course to challenge isolation, power imbalance and cultural prejudice" Paper presentation at the European Educational Research Association (EERA) Annual Conference on 6 September 2018 |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://eera-ecer.de/previous-ecers/ecer-2018-bolzano/ |
| Description | Furtherfield Commons workshop on Language and Diversity. |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Third sector organisations |
| Results and Impact | Workshop Exploring the role of language and translation in promoting understanding and communication within, between, and across diverse cultures. |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.furtherfield.org/events/digital-transformations-workshops/ |
| Description | Gender challenges in the Gaza Strip |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | This is a podcast of a discussion with colleagues who are both involved in CUSP and the OPAC. The podcast discusses the challenges faced by women and girls in the Gaza Strip and what is being done to improve the situation many face. |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://cuspinfo.podbean.com/ |
| Description | I4P Public Event - Invited speaker |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | I4P Public Event: Dr Giovanna Fassetta 15th November 2018 Online Arabic from Palestine and 'Linguistic Hospitality' - Migration Working Group Seminar 15th November 2018 Migration Working Group at Edge Hill University. This seminar focussed on the process of online collaboration to design an Online Arabic language course. The presentation was based on an international multilingual project implemented in the School of Education, University of Glasgow and in the Gaza Strip (Palestine). Presenter: Dr Giovanna Fassetta, University of Glasgow |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.edgehill.ac.uk/i4p/i4p-15nov2018/ |
| Description | Invited speaker at the international seminar on "Indigenous engagement, research partnership and knowledge mobilisation" Rio de Janeiro |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | A scoping event to discuss Indigenous engagement in research which brought together UK academics and their international partners as well as UKRI representatives. The results from this event will inform UKRI future calls for funding that include Indigenous communities and/or ODA partnerships. At the event, I presented the think piece "Indigenous engagement, research partnerships, and knowledge mobilisation" |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://www.ukri.org/news/esrc-ahrc-gcrf-indigenous-engagement-programme/ |
| Description | Invited to speak about OPAC work at a seminar organised at the University of Sheffield. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | I was invited to talk about the experience of online collaboration for the design of the Online Arabic from Palestine language course, the main output of the OPAC project. The title of the paper was: "The role of stories in the design of an online language course: reflections on capabilities, identity and self-portrayal" |
| Year(s) Of Engagement Activity | 2019 |
| Description | Invited to speak about the OPAC project at a seminar organised at Northumbria University |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Postgraduate students |
| Results and Impact | Invited speaker to a seminar in the English Language department of Northumbria University. Title of paper delivered: /2The role of stories in the design of an online language course: reflections on capabilities, identity and self-portrayal". |
| Year(s) Of Engagement Activity | 2020 |
| Description | Keynote at Connecting or Excluding workshop |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | "Establishing Connections: an online Palestinian Arabic Course" Keynote at Connecting or Excluding? New Technologies and Connected Communities - 26 September 2018 |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://www.disabilitystudiesnetwork.gla.ac.uk/2018/08/27/workshop-connecting-or-excluding-new-techn... |
| Description | Language, Translation, and Migration: Warwick |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Conference presentation on Cross-border cooperation and transcultural creative practices in the design of an Online Palestinian Arabic Course |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://warwick.ac.uk/fac/cross_fac/mitn/ltm/ |
| Description | OPAC Course launch |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Online Arabic from Palestine - Course Launch 19 September 2018 Video linked with teachers, academics and students in Gaza |
| Year(s) Of Engagement Activity | 2018 |
| URL | https://palestinian-arabic.blog/ |
| Description | Presentation at Counter Narratives seminar |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Presentation on the project held on the 18th of May 2021 at the Counter Narratives seminar (University of Leeds) |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://sway.office.com/urYU70398l7B7pkY?ref=email&loc=play |
| Description | University of Gaza (Palestine) online symposium. Invited speaker. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | I was invited to speak on the theme "Challenges and opportunities in the teaching of Arabic to speakers of other languages" at the international symposium organised by the Arabic Center of the Islamic University of Gaza. The seminar was conducted online and it included an international audience. |
| Year(s) Of Engagement Activity | 2019 |
| URL | http://arabic.iugaza.edu.ps/symposium-on-challenges-of-teaching-arabic-within-international-context |