Community Service

FLT Participates in Mobaderoon 2

  On 29 June 2021, Hassan Costello delivered a 2-hour webinar titled "Strategies for IELTS Preparation and Test-Taking". Under the supervision of the Vice Presidency of Business and Knowledge Economy, the webinar was organized by the Scholarship Administration and Faculty of Languages and Translation as part of Mobaderoon 2, a community service initiative focused on furthering the development of knowledge exchange between King Khalid University and the community. In the webinar, Costello explained to nearly 250 participants that there are plenty of decent study guides on the market, but his goal was to provide practical strategies that can be used to exploit weaknesses in the test itself and avoid the most common errors when taking the IELTS." Each tip was carefully selected for its effectiveness. Strive to become an expert in learning what works well and what can be done in order to improve," he said.   The Bachelor of Arts in English program at the Faculty of Languages and Translation is committed to participating in community partnership activities as part of its role in the community partnership plan at King Khalid University. Date: 7/9/2021 Source Faculty of Languages and Translation
English

Faculty Member Writes Book Chapter About Translators Training

  Dr. Eyhab Abdulrazak Bader Eddin, Assistant Professor of Translation, has written a chapter for a book entitled "Research Into Translation and Training in Arab Academic Institutions". The book will be published by Routledge on July 30, 2021. Dr. Bader Eddin's chapter is entitled "Insights into Translators Training: Issues and Methods of Assessment". As explained in the book description, the book "addresses translators' status, roles, and structures. It also provides Arab perspectives on translation and translation training, written by scholars representing academic institutions across the Arab world. Themes in this collection include training terminologists on managing, promoting and marketing terms; corpora and translation teaching in the Arab world; use of translation technologies; translators training and translators' methodologies and assessment of translators' competence; research on translator training; and the status quo of undergraduate translation programs in a sample of five Arab universities. A valuable resource for students, professionals and scholars of Arabic translation and interpreting." Date: 6/8/2021 Source: Faculty of Languages and Translation
English

Faculty Member Delivers Session on Annotated Translation

  Dr. Eyhab Bader Eddin has undertaken a fresh initiative for bringing "Annotated Translation" to light. Annotated Translation is a fascinating yet complex subject that has increasingly come to prominence and gained currency for being adopted as a major assessment method for Translation students in both undergraduate and graduate programs. Although a firm dividing line could be drawn between 'annotated translation' and 'translation commentary', they both have been used interchangeably in his session open to the public during the Spring 2021 semester. Dr. Bader Eddin delivered a 2-hour-long session — titled "Annotated Translation: Showing students the ropes — on the fundamentals of the subject", drawing attendees' attention to the seminal book, which was the first of its kind, fully devoted in a book-size work to this subject. Viz. Sewell's 2002 (Translation Commentary: The Art revisited). The session tackled such points as definition, How should an annotated translation look like? What should it include and exclude, desirable and undesirable features, marking criteria for translation commentary, steps to initiate a translation annotation project, and some illustrative practical examples. Some tangible examples have been offered to link theory to practice, as a rarely distinguished feature in translation. The session was followed by some assignments to ensure the attendees had grasped the content of the session.   To view all webinars, please click here. Date: 5/6/2021 Source: Faculty of Languages and Translation Date: 5/6/2021 Source: Faculty of Languages and Translation
English

Faculty Member Leads 3-Part Series on the Parts of Speech

  In a continuous series of sessions aimed at advancing and deepening understanding of graduate students, Dr. Eyhab Bader Eddin started to offer an advanced free intensive course on the Parts of Speech. Students at the graduate or doctoral level who are in the process of writing their thesis, dissertations, or research papers face unique challenges. These papers indicate whether or not they understood the concepts clearly. For this reason, Dr. Bader Eddin held a 3-part webinar series on the 8 parts of speech open to the public during the 2020-2021 academic year. The webinar, tailored to graduate students, attracted hundreds of attendees from different parts of the world. High on the target list came graduate students and English teachers for the purpose of addressing any problems related to parts of speech and to fill any gap in their linguistic knowledge so as to clamber up the rung of their mental ladder aplomb.   "While it may seem that having a detailed understanding of the parts of speech is not needed, it is imperative that graduates of the Faculty of Languages and Translation present their papers in the right manner with proper sentence structure," said Dr. Bader Eddin. He then explained that Dean, Dr. Abdullah Al-Melhi, and Vice Dean of Postgraduate Studies, Dr. Munassir Alhamami, were highly supportive of his 3-part webinar series, which was launched to engage the community, alumni, and currently enrolled students at the undergraduate and graduate levels.   The topics discussed included, but were not limited to the following: Language components Detailed Overview of the parts of speech Grammatical hierarchy Sentence types according to A) structure and B) communicative function Syntactic theory Language universals Semantic classes Typology of parts of speech systems Language components Overview of parts of speech Grammatical hierarchy Sentence types according to A) structure and B) communicative function Nouns as a part of speech Noun types and characteristics Noun plural formation Noun plurals Noun gender Noun Case Noun genitive and -of phrase Meanings of genitive and –of phrase   These sessions were followed by assignments handed out to ensure the attendees' thorough understanding of the topics covered. Questions were always welcomed to clear away any fog of misunderstanding during the course of the sessions. It is worth mentioning that we have come to know that new sessions are to be held soon in a bid to complete the series.   To view all webinars, please click here. Date: 5/6/2021 Source: Faculty of Languages and Translation
English

Faculty Member Leads Project to Enrich Arabic Wiki Content

  Supervised by Dr. Fahad Otaif, Assistant Professor of Critical Discourse Analysis and Translation, a team of postgraduate female students from the Faculty of Languages and Translation (FLT) participated in the "WikiDowen" project during the Spring 2021 semester. The WikiDowen Project, under the administration of the King Abdulaziz Foundation for Research and Archives (Darah), aims to enrich and increase the Arabic content on Wikipedia; although Arabic is the fourth most popular language in the world, the Arabic content on Wikipedia still ranks 25th in terms of volume.   Dr. Otaif praised the postgraduate students who worked hard, saying that: "the students were really motivated to take part in this initiative, they worked hard to translate more scientific content. The initiative resulted in 50 articles translated from English into Arabic. The translated topics ranged from medical topics, to psychology, Artificial Intelligence as well as engineering. The translated articles were compiled in a digital booklet to document the scientific outcomes of the initiative".   Dr. Otaif added, "the WikiDowen's Project manager, Dr. Zuhair Al-Shehri, and his deputy Ms. Reem Al-Mutairi also played a vital role in helping the new Wikipedians (translators) to post and edit their translations on the Arabic Wikipedia; this cooperation lasted for two months and was really fruitful for both parties."   Vice Dean for Postgraduate Studies, Dr. Munassir Alhamami, added, "we are excited to be a part of this national volunteer initiative for the second year in a row; it provides our FLT students the opportunity to participate in a field experience activity that is aligned with the learning outcomes we target in our language and translation programs."   Dr. Otaif added, "such initiatives and projects will grant our students valuable experience and help them in mastering the translation profession through which they will improve their professional background and job readiness; I do thank our Dean Dr. Abdullah Al-Melhi and the vice dean for postgraduate studies at the Faculty of Language and Translation for their endless support in this initiative and will continue to encourage similar initiatives at the FLT in the near future en shaa' Allah." Date: 5/4/2021 Source: Faculty of Languages and Translation
English

FLT Delivers Test Preparation for IELTS to Ministry of Education Teachers

  On 31 March 2021, Hassan Costello and Dr. Sayyed Rashid Ali Shah delivered an in-service teacher training webinar to 145 participants. The webinar, in cooperation with the Ministry of Education in Asir and Rijal Alma on "IELTS Listening and Speaking" by Hassan Costello and "IELTS Preparation: Reading & Writing!" by Dr. Sayyed Rashid Ali Shah, provided both male and female teachers with exam-specific tips and how to answer different question types.   After introductions by Vice Dean for Academic Development & Quality, Dr. Abdulrahman Almosa, Costello began the webinar by reviewing the content of the IELTS Listening Test, and then he moved on to provide a lot of useful tips. He explained that the IELTS Listening Test is not only about listening to the recording but also about understanding the content and finding answers at the same time. "When you have your test, you need to listen to the recording, read the questions, and at the same time write down your answers. At one time, you are listening, reading, and writing. You really are multitasking during this listening test. It can be quite difficult, and it's something that you do need to practice." He then explained that concentration is the biggest challenge for test-takers. He noted that test-takers really need to concentrate during the IELTS Listening test because if focus is lost at any time, test-takers will miss an answer and lose their place in the recording. He then moved on to discuss how test-takers can do well on the 3 parts of the IELTS Speaking Test. He encouraged test takers to avoid yes or no responses in part 1 and expand their answers through examples. "The speaking task has three different parts to it: part one, part two, and part three. In part two, candidates are expected to speak for about two minutes, and there is no interruption. In part 3, it's more like an interview. If the examiner asks you some sort of question, you respond and they ask you another question, or they might ask you to go deeper into the first question. Sometimes they'll ask you to predict something, you might compare, and they might ask you to give your opinion. Remember that part 3 is based on a theme. In part 2 you're given something to describe and it might be a historical building, it might be a teacher you really liked, it might be an object precious to you. Part 3 continues from part 2, so whatever you talked about in part 2 you're going to talk about in part 3 but at a more abstract level." Towards the end of his part of the webinar, Costello advised potential test-takers not to worry about accents or about mistakes. "It's okay if you have an accent in terms of your pronunciation mark. The main thing they're looking for is that you speak clearly and they can understand what you're saying. Don't worry if you make mistakes. Treat this almost like a conversation."   Dr. Shah then began by noting a lot of the strategies covered on the IELTS Listening Test are applicable to the IELTS Reading Test, and he will provide 10 reading strategies and 6 writing strategies that candidates often need to remember. "I'll try to share my personal experience with you because I went through these different stages in my academic life. I took IELTS as a student, and more than twice I moved on, and at the end, I reached the target of becoming an IELTS examiner," he said. Dr. Shah then highlighted that there are 11-14 various types of questions, explaining that awareness of the types of questions along with identifying the types of questions will help candidates to score well. Dr. Shah then emphasized the importance of skimming and scanning long passages. He related that it would be difficult to answer all 40 questions without efficient skimming and scanning techniques. "Candidates are usually not very much familiar with the types of texts included in the IELTS academic module or general training. Reading articles online will help to widen reading skills and develop familiarity with complex texts and passages," he said. Towards the end of his part of the webinar, Dr. Shah highlighted Task 2 of IELTS Academic Writing, explaining that techniques can be applied to writing a letter in the general training module or to describe a graph or pie chart, which is Task 1 in IELTS Academic Writing. After, he explained that the IELTS Writing rubric evaluates four different aspects of your responses: Coherence and Cohesion, Lexical Resource, Grammatical Range and Accuracy, and Task Response. Dr. Shah then provided examples of each of the 4 aspects, noting that they should not be ignored. "It is important that you understand the question. Understanding questions solves half of the problem," he said.   The Bachelor of Arts in English program at the Faculty of Languages and Translation is committed to participating in community partnership activities as part of its role in the community partnership plan at King Khalid University. Date: 4/7/2021 Source: Faculty of Languages and Translation
English

Course Design: The Backwards Model

  On March 21, Dr. Sheila Simpkins delivered an in-service instructor training webinar to almost 500 attendees in cooperation with the Ministry of Education Directorate in the Asir region and Rijal Alma entitled "Course Design: The Backwards Model". She began the webinar by asking participants to reflect on the question "What is your role in the classroom?" According to Dr. Sheila, the answer to this question is fundamental to course design.   She indicated that best practices in educational research tells us that we need to shift from the direct transmission view of the teacher's role towards the constructivist view. She introduced Bloom's taxonomy as a powerful tool to help teachers plan lesson/unit/course/program objectives that are in line with constructivist views of teaching/learning where the teacher is a facilitator, and the students are actively engaged and involved in learning. Best practices in teaching encourage teachers to set learning objectives that require higher-order thinking skills such as analyzing, evaluating, and creating.   Having introduced these two principals Dr. Sheila shared the backwards model of course design. She indicated that teachers should plan 'backwards' beginning with the end in mind. Teachers should ask themselves three questions.   Where do I want my students to 'be' by the end of this sequence of work? How will I know whether they have gotten there? What are the best strategies to support students on this journey?   Dr. Sheila indicated that all course design should take the constructivist view of teaching/learning into consideration.   With that in mind, she indicated that   Course learning objectives/outcomes should be student-centered, concrete, and observable/measurable. Bloom's taxonomy should be used here. Assessment/assignments should be aligned with the learning objectives and they should be authentic. This means the assignments/activities that students are engaged in to learn the material are also used to evaluate their accomplishments. Assessment/assignments should be student structured, and direct evidence. Examples of this kind of assessment are role play, drama, student portfolios, journals, debates, and presentations. Rubrics should be used to measure performance. In the constructivist view, traditional paper-based measurement should be kept to a minimum. Teaching strategies should match assessment. In other words, how you assess is how you teach. Conversely, how you teach is how you assess. Then you plan course content and select course materials—what textbook/film/speaker will speak to the topics and help accomplish learning objectives. The last step is to create the course schedule and sequencing. Activities must be organized to provide sufficient practice, skills must build upon another, and there must be sufficient time for feedback. Date: 3/28/2021 Source: Faculty of Languages and Translation
English

Faculty Members Receive Plaques of Appreciation for Teacher Training Webinars

  On 14 March 2021, faculty members were delighted to be invited to attend an award ceremony at the General Directorate of Education in Asir where Vice Dean for Academic Development & Quality, Dr. Abdulrahman Almosa, was presented with several plaques of appreciation for the management and implementation of the first in-service EFL teacher training series of webinars to over 500 teachers in the Asir Public School System.   Director of Education in Asir, Saad Al-Jouni, welcomed all participating faculty members in attendance, noting that the Faculty of Languages and Translation demonstrated outstanding work. He looked forward to increased cooperation and commended the professional development series of webinars developed under the supervision of leadership at the Faculty of Languages and Translation. Deputy Director, Safar Al-Butaidi, and Administrative Supervisor, Mohammed Al-Tarish, echoed Director Al-Jouni's remarks and called for increased cooperation.   The webinars, generously supported by the technical capabilities of King Khalid University's Deanship of E-Learning, were also run under the supervision of Department of English Head, Hussein Asiri, at the General Directorate of Education in Asir. Asiri explained that continuous professional development of teachers will increase awareness of best practices in the latest modern teaching methods.   The following faculty members received plaques of appreciation for past and/or future planned work:   Dean, Dr. Abdulllah Al-Melhi; Dr. Abdulrahman Almosa; Mr. Hassan Costello; Dr. Sara Huseynova; Mr. Mohsin Raza Khan; Dr. Sayyed Rashid Ali Shah. Dr. Sheila Simpkins.   The Bachelor of Arts in English program is committed to offering expertise to teaching staff in the Asir Public School System in accordance with a plan that meets their needs and contributes to the development of their performance. Date: 3/15/2021 Source: Faculty of Languages and Translation
English

Teaching Language Skills: Basic Ideas and Techniques for Instructing Listening and Speaking

  On February 28, 2021, Dr. Sara Sevinj Huseynova delivered an in-service instructor training webinar to almost 500 attendees. The webinar, in cooperation with the Ministry of Education Directorate in the Asir region and Rijal Alma on "Teaching Language Skills: Basic Ideas and Techniques for Instructing Listening and Speaking", was warmly received by local participants and attendees from around the Kingdom.   The Dean of the Faculty of Languages and Translation, Dr. Abdullah Al-Melhi, opened the webinar by underlining the effectiveness of initiating the interaction of instructors teaching the same subject in order to improve their performance. Dean Al-Melhi then introduced keynote speaker Sara Huseynova, who he pointed out as well "needs no introduction".   Vice Dean for Academic Development & Quality, Dr. Abdulrahman Almosa, related that he planned this event after receiving a request from the local Directorate of Education, underlining that it was an excellent opportunity for the Faculty of Languages and Translation to provide a unique instructor training opportunity that combines professional growth opportunity with online discussions in a very business-like manner.   Following after, Dr. Huseynova started the webinar presentation noting that languages are learned through excitement and not through fear of mistakes, and shared her knowledge on how to inspire the students for a greater attitude to learning English and the 4 basic language skills: listening, speaking, reading, and writing. She pointed out the necessity to balance those skills and practice them according to the new tendencies in the language's instruction. "The same way languages are taught at the English Department of the FLT," she stressed.   Dr. Huseynova then started the discussion of the skills teaching general approach in applied linguistics like the focal method, content-based instruction and also, task-based approach, which is currently widely used in language instruction worldwide.   Participants were then introduced to the fact that the core principles of teaching listening and speaking with the task-based approach are generally the same even though one is receptive and the other one is productive. The principles, Dr. Huseynova said, are communicative teaching, interactive and task-based learning, learner-centered instruction, group and blended learning. According to sociolinguists, communication takes place mainly visually, and also, vocally and verbally. In the communicative approach, she added, students might successfully be engaged in interactive learning, which also involves authentic language input in real-world contexts.   The keynote speaker also emphasized the appropriateness of the textbook: the material used might well include various culture and gender-appropriate topics and interactive activities that invite students to talk and respond. Moreover, teachers need to prepare lesson plans based on the textbook; however, the general instructional line of the lesson should, by all means, involve the ideas of communicative approach in action.   Dr. Huseynova recommends that the teachers help students have proper exposure to genuine English usage. The teachers should apply both controlled and non-controlled techniques along with efficient but not overwhelming use of technology in class. The presenter mentioned real-life characteristics and difficulties of listening and speaking processes, making oral communication difficult to teach, evermore during online instruction with so much possible distraction. Overall, the lessons should be fully learner-centered with less lecturing or reduced "Teacher Talk Time", with the instructor being a role model and art director to improve student-teacher interaction.   While explaining the interactive teacher roles, the presenter focused on unlocking the students' knowledge before letting the students practice listening, which activates their schematic knowledge. Pre-listening encourages discussion around the theme of the unit with inspiration from interesting questions and striking visuals. Pre-listening may include pronunciation practice as well, which may help improve the overall listening comprehension, and post-listening activities can deepen the development of all 4 core language skills.   The keynote speaker also explained in detail the basic principles of modern teaching strategies for listening, creative and interactive teacher roles, how to encourage students to listen and talk, and assessment methods, the necessity to provide the appropriate feedback in a manner that will be well-received by the students, for the right feedback to "make the students' brains smarter, even happier."   Later, she mentioned the appropriateness of using the flipped classroom model for teaching listening and speaking, especially during online education. In the traditional classroom, a lower level of understanding happens in class. With the flipped classroom model, learning is flipped, and the students can finish the lower level of cognitive work before the lesson starts, and the teacher will continue with applying the knowledge and practicing listening and speaking skills in class. The visual flipped Maslow's pyramid on Bloom's Taxonomy was a striking explanation of the usefulness of the flipped classroom method of teaching 4 skills, particularly online during the COVID-19 pandemic.   The conclusion was that it is very important to create an effective rapport with the students and share the appropriate knowledge they need. An instructor is to praise the students in a balanced way with mild criticism while giving corrective feedback, with a genuine heart-felt attitude and desire to help the student, which shows the teacher's genuine interest in each and every student's performance and language growth. The feedback should be given tactfully so that the students are not embarrassed or anxious, by any means not to lose interest in learning English.   Dr. Huseynova guided participants through a series of strategies they can use to evaluate and improve their online instruction, after which she took numerous questions from the audience, and the discussion of those questions lasted for an additional hour which shows the participants were so eager for the professional interaction concerning their professional growth. Dean Al-Melhi and Vice Dean Almosa actively participated in the ensuing discussions and exchange of views.   Overall, the webinar was, as Dean Al-Melhi noted, as informative and interesting as having a "lighthouse effect" on the participants. The webinar was a great success with 500 teacher-participants. The Bachelor of Arts in English program at the Faculty of Languages and Translation is committed to participating in community collaboration projects as part of its role in the Community Partnership Plan at King Khalid University. Date: 3-5-2021 Source: Faculty of Languages and Translation
English

FLT In-Service Teacher Training Webinar: Quality in Educational Organizations

  On 18 October 2020, Vice Dean for Academic Development & Quality, Dr. Abdulrahman Almosa, delivered an in-service teacher training webinar in cooperation with the Directorate of Education in Sarat Abidah on "Quality in Educational Organizations". Vice Dean Almosa related that he planned this community service event after receiving a request from the Directorate of Education in Sarat Abidah, noting that it was an excellent opportunity for the Faculty of Languages and Translation to recommend consultative high-potential policy interventions, which are linked to a sound quality assurance system that drives continuous improvement.   The Bachelor of Arts in English program at the Faculty of Languages and Translation is committed to participating in community partnership activities as part of its role in the community partnership plan at King Khalid University. Date: 12/19/2020 Source: Faculty of Languages and Translation
English