Chapter published in:Applied Linguistics in the Middle East and North Africa: Current practices and future directions
Edited by Atta Gebril
[AILA Applied Linguistics Series 15] 2017
► pp. 343–362
Chapter 15A forward-looking conceptual framework for Arabic curriculum design and instructional methodology
The language proficiency concept has been around for a few decades, but has taken root in academia about three decades ago when the American Council on the Teaching of Foreign Languages developed the Proficiency Guidelines. Almost concurrently, the Common European Framework of Reference for Languages has become the yardstick of language ability in the European Union. However, the domain of both frameworks has been the field of assessment mainly. This paper views the concept of language proficiency and the levels thereof as a conceptual framework for an array of language-related practices. Having this concept as the guiding principle provides consistency across all language activities. The proposed framework may best be implemented through teacher preparation programs in academia and the governments.
Keywords: Standard Arabic, colloquial Arabic, diglossia, curriculum design, language proficiency, language teaching, language assessment, teacher preparation, education policy
- The issue at hand
- Paradigm shift in foreign language education
- A conceptual framework
- Elements of the framework
- The ACTFL assessment criteria
- Language functions / global tasks
- Text type
- SA curriculum structure
- Proficiency-oriented curriculum
- Points to consider
- Lesson plans
- Type of content
- The Arabic diglossic situation
- Educational infrastructure
- Language policy
Published online: 18 July 2017
American Council on the Teaching of Foreign Languages
(2012) ACTFL proficiency guidelines. Retrieved from http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency- guidelines-2012
Council of Europe
Glisan, E. W., Swender, E., & Surface, E. A.
Halliday, M., & Matthiessen, C. M. I. M
(2011) The functions of language. Signo [online]. Retrieved from http://www.signosemio.com/jakobson/functions-of-language.asp
Jacobs, G. M., & Farrell, T. S. C
Malone, M., Tschirner, E.
(2012) The impact of ACTFL Proficiency Guidelines on assessment and assessing foreign language skills in the US. retrieved from http://www.uni-leipzig.de/~moehring/actflcefr2/material/Assessment%20ACTFL%20Malone%20Tschirner.pdf
McLoughlin, L. J.
National Science Foundation
(2008) Fostering learning in the networked world: The cyberlearning opportunity and challenge. A 21st century agenda for the National Science Foundation. Retrieved from http://www.nsf.gov/pubs/2008/nsf08204/nsf08204.pdf
Norris, J. M., & Pfeiffer, P. C.
Richards, J. C.
Richards, J. C., & Rodgers, T. S.
Rosen, L. D.