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Part of
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. 343–361

Chapter 15
A forward-looking conceptual framework for Arabic curriculum design and instructional methodology

| San Diego State University & Damascus University

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
Article outline
  • 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
      • Context/content
      • Accuracy
      • Text type
    • SA curriculum structure
    • Proficiency-oriented curriculum
    • Points to consider
      • Model
      • Methodology
      • Assessment
      • Lesson plans
      • Implementation
      • Type of content
      • The Arabic diglossic situation
    • Educational infrastructure
  • Language policy
  • Conclusion
  • References
  • Appendix
Published online: 18 July 2017
DOI logo
https://doi.org/10.1075/aals.15.15alo
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