Dean Maryam, lecturer Basel, and student representative Huda negotiate the teaching language, assessment options, and support for a fictional research methods course.
01Read the Arabic conversation
اخْتِيَارُ لُغَةِ التَّدْرِيسِ
مَرْيَمُ: نَجْتَمِعُ لِنُحَدِّدَ لُغَةَ التَّدْرِيسِ فِي مُقَرَّرِ مَنَاهِجِ الْبَحْثِ الْجَدِيدِ. أَمَامَنَا اقْتِرَاحٌ بِتَدْرِيسِهِ بِالْإِنْجِلِيزِيَّةِ، لَكِنَّنِي أُرِيدُ أَنْ نُوَضِّحَ الْغَايَةَ التَّعْلِيمِيَّةَ قَبْلَ اخْتِيَارِ اللُّغَةِ.
بَاسِلٌ: الْغَايَةُ أَنْ يَقْرَأَ الطَّالِبُ الْمَرَاجِعَ الْمُقَرَّرَةَ وَيُنَاقِشَ أَدِلَّتَهَا. وَبَعْضُهَا بِالْإِنْجِلِيزِيَّةِ؛ لِذَلِكَ أَرَى فَائِدَةً فِي تَعَلُّمِ الْمُصْطَلَحِ ضِمْنَ سِيَاقِهِ، لَا فِي حِفْظِ تَرْجَمَتِهِ وَحْدَهَا.
هُدَى: أَتَّفِقُ مَعَ الْغَايَةِ، لَا مَعَ اسْتِنْتَاجِ أَنَّ الشَّرْحَ كُلَّهُ يَجِبُ أَنْ يَكُونَ بِالْإِنْجِلِيزِيَّةِ. قَدْ يَفْهَمُ الطَّالِبُ الْفِكْرَةَ، ثُمَّ يَتَرَدَّدُ فِي مُنَاقَشَتِهَا لِخَوْفِهِ مِنَ الْخَطَإِ اللُّغَوِيِّ.
مَرْيَمُ: هَلْ نَخْتَارُ لُغَةً وَاحِدَةً لِكُلِّ الْأَنْشِطَةِ، أَمْ نُمَيِّزُ بَيْنَ الْقِرَاءَةِ وَالشَّرْحِ وَالتَّقْيِيمِ؟ لَا أُرِيدُ أَنْ يُخْفِيَ الْعُنْوَانُ الْعَامُّ فُرُوقًا تُؤَثِّرُ فِي تَجْرِبَةِ الطَّالِبِ الْيَوْمِيَّةِ.
بَاسِلٌ: يُمْكِنُ أَنْ نَشْرَحَ بِالْعَرَبِيَّةِ وَنُبْقِيَ مَقَاطِعَ مِنَ الْمَرَاجِعِ بِلُغَتِهَا. لَكِنَّ تَعَدُّدَ التَّرْجَمَاتِ قَدْ يُرْبِكُ الطُّلَّابَ، إِذَا اسْتَخْدَمَ كُلُّ مُدَرِّسٍ مُقَابِلًا مُخْتَلِفًا لِلْمَفْهُومِ نَفْسِهِ.
هُدَى: لِنُعِدَّ قَائِمَةً مُشْتَرَكَةً بِالْمُصْطَلَحَاتِ وَأَمْثِلَتِهَا، مَعَ ذِكْرِ الْبَدَائِلِ حِينَ تَخْتَلِفُ الْمَرَاجِعُ. فَالْقَائِمَةُ تُسَاعِدُ عَلَى تَتَبُّعِ الِاسْتِعْمَالِ، وَلَا تَعْنِي أَنَّ لِكُلِّ كَلِمَةٍ مُقَابِلًا وَحِيدًا ثَابِتًا.
مَرْيَمُ: مَنْ سَيُرَاجِعُ هَذِهِ الْقَائِمَةَ؟ إِذَا كَانَتْ تَرْجَمَةُ الْمُصْطَلَحِ دَقِيقَةً لُغَوِيًّا وَلَكِنَّهَا مُضَلِّلَةٌ فِي هَذَا التَّخَصُّصِ، فَقَدْ نُثَبِّتُ سُوءَ فَهْمٍ بَدَلًا مِنْ مُعَالَجَتِهِ.
بَاسِلٌ: يُرَاجِعُهَا مُدَرِّسُ الْمُقَرَّرِ مَعَ زَمِيلٍ مُتَخَصِّصٍ فِي التَّرْجَمَةِ. وَنَطْلُبُ مِنَ الطُّلَّابِ شَرْحَ الْمَفْهُومِ بِمِثَالٍ؛ لِأَنَّ الْقُدْرَةَ عَلَى نُطْقِ الْمُصْطَلَحِ لَا تَكْشِفُ وَحْدَهَا عَنْ فَهْمِهِ.
هُدَى: وَأَرْجُو أَلَّا نَعُدَّ صَمْتَ الطَّالِبِ دَلِيلًا عَلَى غِيَابِ الْفِكْرَةِ. يُمْكِنُ إِتَاحَةُ دَقِيقَتَيْنِ لِكِتَابَةِ الْمُلَاحَظَاتِ قَبْلَ الْحِوَارِ، ثُمَّ السَّمَاحُ بِالسُّؤَالِ بِإِحْدَى اللُّغَتَيْنِ دُونَ إِحْرَاجٍ.
مَرْيَمُ: مَاذَا عَنِ التَّقْيِيمِ؟ إِذَا سَمَحْنَا بِاخْتِيَارِ لُغَةِ الْإِجَابَةِ، فَسَنَحْتَاجُ إِلَى مَعَايِيرَ وَاضِحَةٍ. يَجِبُ أَنْ نَعْرِفَ مَتَى نُقَيِّمُ الْحُجَّةَ، وَمَتَى نُقَيِّمُ مَهَارَةً لُغَوِيَّةً مُحَدَّدَةً.
بَاسِلٌ: فِي التَّقْرِيرِ التَّحْلِيلِيِّ نُقَيِّمُ دِقَّةَ الْحُجَّةِ وَاسْتِخْدَامَ الْأَدِلَّةِ. أَمَّا قِرَاءَةُ نَصٍّ إِنْجِلِيزِيٍّ فَنَجْعَلُهَا مَهَمَّةً مُنْفَصِلَةً، يَشْرَحُ فِيهَا الطَّالِبُ مَعْنَى مَقْطَعٍ، وَلَوْ كَتَبَ شَرْحَهُ بِالْعَرَبِيَّةِ.
هُدَى: إِذَنْ لَا تُخْصَمُ دَرَجَاتٌ لِمُجَرَّدِ اخْتِيَارِ الْعَرَبِيَّةِ. لَكِنَّنَا نَحْتَاجُ إِلَى مُصَحِّحِينَ يَفْهَمُونَ الْإِجَابَاتِ بِاللُّغَتَيْنِ؛ وَإِلَّا أَصْبَحَ الْخِيَارُ الْمُعْلَنُ حَقًّا نَظَرِيًّا يَصْعُبُ اسْتِخْدَامُهُ فِعْلًا.
مَرْيَمُ: هَذَا شَرْطٌ يَسْبِقُ الْإِعْلَانَ عَنِ الْخِيَارِ. سَأَتَحَقَّقُ مِنْ تَوَفُّرِ الْمُصَحِّحِينَ، وَنُرَاجِعُ نَمَاذِجَ إِجَابَاتٍ مَعًا، حَتَّى لَا نَخْلِطَ بَيْنَ أُسْلُوبٍ مَأْلُوفٍ وَتَفْكِيرٍ أَكْثَرَ دِقَّةً.
بَاسِلٌ: أَخْشَى أَنْ تَتَحَوَّلَ الْمُرُونَةُ إِلَى تَجَنُّبٍ دَائِمٍ لِلْمَرَاجِعِ الْإِنْجِلِيزِيَّةِ. هَلْ نُحَدِّدُ تَدْرِيبًا مُتَدَرِّجًا يَبْدَأُ بِمَقْطَعٍ قَصِيرٍ، ثُمَّ يَنْتَقِلُ إِلَى مُقَارَنَةِ حُجَّتَيْنِ مِنْ نَصَّيْنِ؟
هُدَى: نَعَمْ، بِشَرْطِ أَنْ يُتَاحَ الدَّعْمُ ضِمْنَ وَقْتِ الْمُقَرَّرِ. إِذَا تَوَقَّفَتِ الِاسْتِفَادَةُ مِنْهُ عَلَى دُرُوسٍ خَاصَّةٍ مَدْفُوعَةٍ، فَلَنْ تَكُونَ فُرَصَةُ التَّدَرُّبِ مُتَكَافِئَةً بَيْنَ الطُّلَّابِ.
مَرْيَمُ: نُخَصِّصُ جُزْءًا مِنَ اللِّقَاءِ الْأُسْبُوعِيِّ لِهَذَا التَّدْرِيبِ، وَنُتِيحُ الْمَوَادَّ قَبْلَهُ. وَنُجْرِي تَقْيِيمًا تَشْخِيصِيًّا لَا تُحْتَسَبُ دَرَجَتُهُ، لِنَعْرِفَ نَوْعَ الدَّعْمِ الْمَطْلُوبِ دُونَ تَصْنِيفِ الطُّلَّابِ عَلَنًا.
بَاسِلٌ: تَبْقَى مَسْأَلَةُ الْوَقْتِ اللَّازِمِ لِإِعْدَادِ الْمَوَادِّ. لَا أَسْتَطِيعُ تَقْدِيمَ نُسْخَتَيْنِ كَامِلَتَيْنِ مِنْ كُلِّ مَرْجِعٍ، وَلَا أَرَى أَنَّ ذَلِكَ ضَرُورِيٌّ لِتَحْقِيقِ الْهَدَفِ الَّذِي اتَّفَقْنَا عَلَيْهِ.
هُدَى: لَا نَطْلُبُ تَرْجَمَةَ كُلِّ شَيْءٍ. نَحْتَاجُ إِلَى تَعْلِيمَاتٍ وَاضِحَةٍ وَتَمْهِيدٍ لِلْمَفَاهِيمِ الصَّعْبَةِ، مَعَ تَحْدِيدِ الْمَقَاطِعِ الْمَطْلُوبَةِ؛ حَتَّى لَا يَضِيعَ الْوَقْتُ فِي تَخْمِينِ مَا سَيُسْأَلُ عَنْهُ.
مَرْيَمُ: لِنَخْتَبِرِ التَّرْتِيبَ فِي شُعْبَتَيْنِ خِلَالَ فَصْلٍ وَاحِدٍ، مَعَ تَوْثِيقِ وَقْتِ الْإِعْدَادِ. لَنْ نَعُدَّ ارْتِفَاعَ مُتَوَسِّطِ الدَّرَجَاتِ وَحْدَهُ بُرْهَانًا عَلَى نَجَاحِ اخْتِيَارٍ لُغَوِيٍّ بِعَيْنِهِ.
بَاسِلٌ: نُحَلِّلُ الْأَخْطَاءَ الْمَفْهُومِيَّةَ فِي مَهَمَّاتٍ مُتَشَابِهَةٍ، وَنُرَاقِبُ قُدْرَةَ الطُّلَّابِ عَلَى تَفْسِيرِ الْمُصْطَلَحَاتِ فِي سِيَاقٍ جَدِيدٍ. وَنُسَجِّلُ فُرُوقَ الْبِدَايَةِ، حَتَّى لَا نَنْسُبَ كُلَّ تَغَيُّرٍ إِلَى اللُّغَةِ.
هُدَى: وَنَسْأَلُ عَمَّنْ يَشْتَرِكُ فِي الْحِوَارِ وَعَمَّنْ يَظَلُّ خَارِجَهُ. كَثْرَةُ الْمُدَاخَلَاتِ مِنْ ثَلَاثَةِ طُلَّابٍ لَا تَعْنِي أَنَّ بَقِيَّةَ الْمَجْمُوعَةِ تَجِدُ الْفُرْصَةَ نَفْسَهَا لِطَرْحِ أَفْكَارِهَا.
مَرْيَمُ: نَجْمَعُ تَعْلِيقَاتٍ دُونَ أَسْمَاءٍ فِي مُنْتَصَفِ الْفَصْلِ، وَلَا نَكْتَفِي بِرَأْيِ الْأَغْلَبِيَّةِ. قَدْ تُخْفِي نِسْبَةُ الرِّضَا الْمُرْتَفِعَةُ عَائِقًا مُتَكَرِّرًا لَدَى مَجْمُوعَةٍ صَغِيرَةٍ تَحْتَاجُ إِلَى تَعْدِيلٍ مُحَدَّدٍ.
بَاسِلٌ: إِذَا تَبَيَّنَ أَنَّ الْمَشْكِلَةَ فِي تَعْلِيمَاتِ الْمَهَمَّةِ، فَسَنُعَدِّلُهَا قَبْلَ الْحُكْمِ عَلَى اللُّغَةِ. يَجِبُ أَلَّا نُحَوِّلَ كُلَّ صُعُوبَةٍ تَعْلِيمِيَّةٍ إِلَى دَلِيلٍ لِصَالِحِ مَوْقِفٍ مُسْبَقٍ.
هُدَى: وَلَا نَصِفُ مَنْ يَخْتَارُ الْعَرَبِيَّةَ بِأَنَّهُ أَقَلُّ طُمُوحًا. الْمِعْيَارُ هُوَ مَا يَسْتَطِيعُ فَهْمَهُ وَتَبْرِيرَهُ، مَعَ إِتَاحَةِ الْفُرْصَةِ لِتَطْوِيرِ مَهَارَاتِهِ اللُّغَوِيَّةِ دُونَ انْتِقَاصٍ مِنْهُ.
مَرْيَمُ: سَأُعِدُّ وَصْفًا لِلْمُقَرَّرِ يُبَيِّنُ لُغَةَ كُلِّ نَشَاطٍ وَشُرُوطَ التَّقْيِيمِ وَالدَّعْمَ الْمُتَاحَ. وَسَنَنْشُرُهُ قَبْلَ التَّسْجِيلِ، كَيْ يَخْتَارَ الطَّالِبُ عَلَى أَسَاسٍ وَاضِحٍ لَا عَلَى تَوَقُّعَاتٍ مُتَضَارِبَةٍ.
بَاسِلٌ: وَسَأَبْدَأُ بِالْقَائِمَةِ وَنَمَاذِجِ التَّقْيِيمِ، ثُمَّ أُرَاجِعُهَا مَعَ الزُّمَلَاءِ. هَذَا التَّرْتِيبُ يَجْمَعُ بَيْنَ دِقَّةِ الْمَفْهُومِ وَالتَّعَرُّفِ عَلَى لُغَةِ الْمَرْجِعِ، دُونَ افْتِرَاضِ أَنَّ أَحَدَهُمَا يُغْنِي عَنِ الْآخَرِ.
هُدَى: وَأَنَا أُوَافِقُ عَلَى التَّجْرِبَةِ بِهَذِهِ الضَّمَانَاتِ. لَكِنَّ نَتَائِجَ مُقَرَّرٍ وَاحِدٍ لَا تَحْسِمُ سِيَاسَةَ الْجَامِعَةِ كُلِّهَا؛ نَحْتَاجُ إِلَى فَهْمِ مَا نَجَحَ، وَلِمَنْ نَجَحَ، وَتَحْتَ أَيِّ شُرُوطٍ.
Show English translationHide English translation
Maryam — dean: We are meeting to decide the language of instruction for the new research methods course. We have a proposal to teach it in English, but I want us to clarify the educational purpose before choosing the language.
Basel — lecturer: The aim is for students to read the assigned references and discuss their evidence. Some are in English, so I see value in learning terminology in context, not just memorising its translation.
Huda — student representative: I agree with the aim, but not with the conclusion that all explanation must be in English. A student may understand an idea yet hesitate to discuss it for fear of a language mistake.
Maryam — dean: Are we choosing one language for every activity, or distinguishing reading, explanation, and assessment? I do not want a general label to hide differences affecting students’ everyday experience.
Basel — lecturer: We could explain in Arabic while retaining passages from references in their original language. However, multiple translations may confuse students if each teacher uses a different equivalent for the same concept.
Huda — student representative: Let us prepare a shared list of terms and examples, noting alternatives when the references differ. The list helps students trace usage; it does not mean every word has one fixed equivalent.
Maryam — dean: Who will review this list? If a term’s translation is linguistically accurate but misleading in this discipline, we may reinforce a misunderstanding instead of addressing it.
Basel — lecturer: The course teacher can review it with a colleague specialising in translation. We will ask students to explain concepts through examples, because being able to pronounce a term does not by itself reveal understanding.
Huda — student representative: I also hope we will not treat a student’s silence as evidence of having no idea. We could allow two minutes to write notes before discussion, then permit questions in either language without embarrassment.
Maryam — dean: What about assessment? If we allow a choice of response language, we will need clear criteria. We must know when we are assessing an argument and when we are assessing a particular language skill.
Basel — lecturer: In the analytical report, we assess the argument’s accuracy and use of evidence. Reading an English text can be a separate task in which students explain a passage’s meaning, even if they write their explanation in Arabic.
Huda — student representative: Then marks are not deducted simply for choosing Arabic. But we need assessors who understand answers in both languages; otherwise the advertised choice becomes a theoretical right that is hard to exercise in practice.
Maryam — dean: That is a condition to meet before announcing the choice. I will check assessor availability, and we will review sample answers together so that we do not confuse a familiar style with more precise thinking.
Basel — lecturer: I worry that flexibility could turn into permanent avoidance of English references. Could we set a gradual exercise that begins with a short passage and moves on to comparing arguments from two texts?
Huda — student representative: Yes, provided support is available within course time. If benefiting from it depends on paid private lessons, students will not have an equal opportunity to practise.
Maryam — dean: We will devote part of the weekly session to this practice and make materials available beforehand. We will use an ungraded diagnostic assessment to identify needed support without publicly categorising students.
Basel — lecturer: There is still the preparation time to consider. I cannot provide two complete versions of every reference, and I do not think that is necessary to meet the aim we agreed on.
Huda — student representative: We are not asking for everything to be translated. We need clear instructions, an introduction to difficult concepts, and specified passages so that time is not lost guessing what we will be asked about.
Maryam — dean: Let us try this arrangement in two class sections over one term and record preparation time. We will not treat a rise in average marks alone as proof that a particular language choice has succeeded.
Basel — lecturer: We will analyse conceptual errors in similar tasks and observe whether students can interpret terms in a new context. We will record differences at the start so that we do not attribute every change to language.
Huda — student representative: We should also ask who joins the discussion and who remains outside it. Many contributions from three students do not mean the rest of the group has the same opportunity to present ideas.
Maryam — dean: We will collect anonymous comments halfway through the term and not rely solely on the majority view. High satisfaction may conceal a recurring obstacle for a small group that needs a specific adjustment.
Basel — lecturer: If the problem proves to be in the task instructions, we will revise them before judging the language. We must not turn every educational difficulty into evidence for a predetermined position.
Huda — student representative: Nor should we describe someone who chooses Arabic as less ambitious. The criterion is what that person can understand and justify, while offering opportunities to develop language skills without belittling them.
Maryam — dean: I will prepare a course description stating the language of each activity, assessment conditions, and available support. We will publish it before registration so that students choose on a clear basis rather than conflicting expectations.
Basel — lecturer: I will begin with the glossary and assessment samples, then review them with colleagues. This arrangement combines conceptual accuracy with familiarity with the reference’s language, without assuming either can replace the other.
Huda — student representative: I agree to the trial with these safeguards. But results from one course do not settle the entire university’s policy; we need to understand what worked, for whom, and under what conditions.
02Useful words and expressions
| Arabic in the conversation | Meaning here |
|---|---|
| لُغَةَ التَّدْرِيسِ | the language of instruction |
| الْمَرَاجِعَ الْمُقَرَّرَةَ | the assigned references |
| ضِمْنَ سِيَاقِهِ | within its context |
| مُقَابِلًا مُخْتَلِفًا | a different equivalent |
| تَتَبُّعِ الِاسْتِعْمَالِ | tracing usage |
| حَقًّا نَظَرِيًّا | a theoretical right |
| مُصَحِّحِينَ | assessors; markers |
| تَقْيِيمًا تَشْخِيصِيًّا | a diagnostic assessment |
| الْأَخْطَاءَ الْمَفْهُومِيَّةَ | conceptual errors |
| فُرُوقَ الْبِدَايَةِ | differences at the starting point |
| دُونَ انْتِقَاصٍ مِنْهُ | without belittling that person |
| تَوَقُّعَاتٍ مُتَضَارِبَةٍ | conflicting expectations |
03Check your understanding
Choose one answer for each question. Look back at the Arabic conversation for evidence. Open the English question support or a hint when you need help.
What to remember
- Distinguish a shared educational goal from assumptions about how to achieve it.
- Use conditions, counterexamples, and limits of evidence to negotiate an inclusive course policy.
Explore the Arabic in this conversation
Related grammar and vocabularyOpen Araqick guides connected to this conversation.
Lakinna and Lakin in Arabic: Two Patterns for But
لَكِنَّ تَعَدُّدَ التَّرْجَمَاتِ قَدْ يُرْبِكُ الطُّلَّابَ
Use lakinna with its accusative noun to qualify a proposed solution: variation in translations can still cause confusion.
Because in Arabic: Give a Reason with Lianna
لِأَنَّ الْقُدْرَةَ عَلَى نُطْقِ الْمُصْطَلَحِ لَا تَكْشِفُ وَحْدَهَا عَنْ فَهْمِهِ
Give the reason for requiring examples with lianna followed by the accusative noun al-qudrata.
Fa in Arabic Conditional Sentences: When the Result Needs Fa
إِذَا تَبَيَّنَ أَنَّ الْمَشْكِلَةَ فِي تَعْلِيمَاتِ الْمَهَمَّةِ، فَسَنُعَدِّلُهَا قَبْلَ الْحُكْمِ عَلَى اللُّغَةِ
Connect an idha condition to a future response with fa followed by sa-.
