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20 Memorable Activities Inspired By Turning Red

23 incredible kids’ books about dyslexia, 22 challenging brain games for kids, 20 nontraditional grade 5 morning work ideas, 18 hands-on crime scene activities, 20 saving fred team-building activities, 20 helpful brainstorming activities, 20 melodic & marvelous music therapy activities, 20 elapsed time activities, 34 books teaching kids about money, why more k-12 schools should teach the arabic language.

essay on teacher in arabic language

By Kelly Doffing

From improving memory to increasing global understanding, the benefits of learning a foreign language are abundant. As globalization continues and we progress toward a more connected global community, the importance of learning a second language is not only beneficial, but also essential. The U.S. Census reports that  only 21 percent of Americans speak a language other than English (at home) , yet 75 percent of the world’s population does not have a basic understanding of English.

It is imperative that students be given the opportunity to study a second language in order to ensure that the next generation is equipped to be global citizens who are able to cross geographic and cultural boundaries to solve global problems.

Why we need more Arabic in K-12 classrooms

According to , Arabic is the fifth most spoken language in the world and, despite a growing importance of the Middle East in international affairs, there is a shortage of qualified Arabic-language educators in the United States. So, what are schools in the United States doing to further the study and teaching of Arabic?

Qatar Foundation International (QFI) is a U.S.-based not-for-profit dedicated to connecting cultures and advancing global citizenship through education. QFI conducted a survey of school administrators of Arabic-language programs to look at the various challenges, benefits, and logistics of offering Arabic. Between December 2012 and October 2013, the Arabic Language and Culture Program of Qatar Foundation International conducted a phone survey of 201 U.S. K-12 public and public charter schools that teach Arabic. Of the 106 responses, 84 schools self reported that they currently offer Arabic classes.

The survey revealed three key takeaways for current Arabic-language programs as well as for schools considering the implementation of such programs:

  • The teacher is critical for the success of the Arabic program. Schools rely on teachers to recruit students to learn Arabic and to conduct outreach events. Schools cited finding a quality teacher and recruiting and retaining students as two of the biggest challenges for offering Arabic. Consequently, twenty-four percent of schools that discontinued their Arabic programs did so because the teacher left or retired. One schools administrator advised, “Getting the correct teacher is the most important aspect [of the Arabic program]; you can do many things like market the program or recruit, but if you don’t have a solid teacher, the program will die.” The field of K-12 Arabic needs more highly trained, certified teachers who are passionate about working with children. Programs such as Teacher Fellowships to fund Arabic teacher study and certification, grants to current teachers for classroom needs and professional development, awards to celebrate excellence, and partnerships with leaders in foreign language education can all serve to increase the number and quality of qualified K-12 Arabic teachers, provide ongoing teacher training to those teachers already in the profession, and support classroom needs and innovation.
  • There is an urgent need for high-quality curricula, resources, and materials appropriate for use at the K-12 level. Many current textbooks are intended for university, private, or international students and do not meet national or state standards. Administrators noted that schools offering Arabic are “on the cutting edge,” so teachers have to learn to develop their own curricula. Most teachers develop their curricula by combining material from different textbooks, online resources, other teachers, and their own self-developed materials. The dissemination of standards-based curricula through teacher-to-teacher sharing websites, such as the QFI-supported Al-Masdar , can help Arabic teachers to identify effective student engagement techniques and ensure quality content.
  •   Getting buy-in from the community and administration is essential. The survey found that 68 percent of Arabic programs are less than five years old. Without local support, Arabic programs cannot get off the ground or become sustainable. Schools that are looking to start programs must first engage with local communities and communicate with parents, encourage students, and gain acceptance from the stakeholders. Schools choose to offer Arabic language for students’ benefit, pointing to the fact that the U.S. government has identified Arabic as a critical language of strategic value. Administrators say that their Arabic programs aim to increase cultural understanding and open up opportunities for students. For these schools, there are resources available – including videos such as “ The Benefits of Learning Arabic ,” which consists of interviews with multiple administrators, teachers, and students to show how learning Arabic benefits students and the global community.

The survey revealed that the number of Arabic programs has dramatically increased over the past 15 years. School administrators reported that as a result of their Arabic programs, students demonstrated increased global understanding and excitement for the language. Many administrators commented on the opportunities the program opened up for students, the school, and the community. One administrator noted, “It is a feather in our cap to have an Arabic program, especially since we are the only high school in the district to offer the language.” Another remarked that the most rewarding aspect of their Arabic program was, “to see kids who would have not normally pursued something different because… it’s from a different part of the world. Then they explore it and get excited by the language and learn about the similarities and universal truths that they share with Arabs.”

For more information – such as what administrators noted as the most rewarding aspects of Arabic programs and advice from administrators about Arabic-language programs – read QFI’s full report.


Kelly Doffing is a Program Officer with the Arabic Language and Culture Program at Qatar Foundation International. She holds a Master’s degree in Arabic from the University of Maryland, College Park and completed the Graduate Arabic Flagship Program. She has worked as an Arabic teacher, administrator, and translator in the United States and Egypt. Her interests include expanding opportunities for Arabic learning and improving the quality of Arabic language instruction.

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Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Supporting Arab & Muslim Students in the Classroom

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(This is the first post in a multipart series.)

The new question-of-the-week is:

What are important considerations that educators should keep in mind when teaching Arab and Muslim students?

Issues of race, culture, and ethnicity are critical for us educators to keep in the forefront of our minds.

And, when we think of who we’re teaching, the needs of Arab and Muslim students are perhaps not considered as much as they should be...

Today, series guest-editor Dr. Sawsan Jaber “kicks off” a multipart series responding to this question. Dr. Jaber, along with contributors Abeer Shinnawi and Dr. Nina Shoman-Dajani, also were guests on my 10-minute BAM! Radio Show . You can also find a list of, and links to, previous shows here.

Stories from the Front Lines: Experiences of Arab and Muslim Students in American Classrooms—Introduction

Dr. Sawsan Jaber, a global educator of 20 years in the U.S. and abroad, currently serves as a high school English teacher in Illinois. She is an Our Voice Academy board director, the founder of Education Unfiltered Consulting, and a founding member of the Arab American Education Network. Sawsan is a proud Palestinian American. You can find her on Twitter @SJEducate. Find Us: Twitter: @EducatorsArab Email: [email protected]:

According to recent research , there has been heightened anti-Muslim racism, also known as Islamophobia. This increase has resulted in many Arab American and Muslim American students in schools where they are not the majority feeling that they either want to mask their identity by assimilating or that they cannot learn because they are not socially accepted. Studies show that Arab American adolescents are victims of discrimination by their teachers and classmates. Focus groups with students have magnified Arab reports of their faith and culture being scrutinized and adversely viewed by students and teachers, resulting in feelings of defensiveness and demotivation.

The lack of understanding of students’ intersectionality and cultural identities leads to their disempowerment, limiting their access to an equitable educational experience in comparison with their white peers (Jaber, 2019). Research has highlighted that this is the plight of many students of color across the United States; however, research has also highlighted that Arab and Muslim students are more of a target of systematic oppression and inequality due to the current political climate, which began its shift after 9/11.

essay on teacher in arabic language

These facts magnify the need for collaboration and communication among stakeholder groups. An increase in communication between educators and parents would bring to light the burden being placed on students by educator and parent stakeholder groups to advocate for themselves by themselves at all times with no systematic support. Therefore, the need for all stakeholder groups to humanize their perceptions of each other and work past their epistemologies in order to collaborate for the sake of building community by empowering the students becomes essential.

That is where the mission of the Arab American Education Network (AAEN) was born. Representation and official advocacy for Arab students has always been overlooked even among educators doing equity work. Arab students are not recognized demographically on the census, and most Arab students are products of countries that are not democratic; therefore, self-advocacy is not a natural characteristic promoted culturally. The mission of the network is to gather Arab teachers from across the United States so that we can collaborate to amplify the voices of Arab and Muslim students and raise awareness through research, professional development, advocacy, and training on understanding the cultural and linguistic pluralism and diversity that exists within these subgroups. We hope to provide teachers with the tools and knowledge they need to better serve Arab students.

This article will be the first in a series of several articles addressing the central question, “What are important considerations that educators should keep in mind when teaching Arab students?” My colleagues and fellow founding members of this network, Dr. Nina Shoman-Dajani, Abeer Shinnawi, Sarah Said, and I will each answer this question for the first component of this series (appearing over two posts) based on our unique educational lens with different focuses. Subsequent columns will focus on dismantling common misconceptions about Arabs and on proactive actions educators can take to create more inclusive environments for Arab students.

We hope that through these articles we shed light on decades of marginalization for Arab students, the need for educators to disrupt and agitate the cycles, curriculum, and thought that has been normalized in their everyday work to create more equitable and inclusive spaces for all students including Arab students, and to provide educators and educational organizations with a resource to continue learning about Arabs and Arab American students through this network.

essay on teacher in arabic language

Defying ‘Single Story’ Representations in English and Language Arts Classrooms

Attempts of English teachers to be culturally responsive as I progressed through my educational career often led to teachers handing me texts that were supposed to be representations of my own experiences, “mirrors” in educational jargon today. Yet, I was never handed a text that strayed away from the racist anti-Islamic and anti-Arab normalizations represented in the media. The implications of my teachers not seeing me as anything more than a tangible example of media representations caused me to feel like an “outsider” throughout my school journey. Sadly, my experiences were not isolated incidents.

Critical Race Theory thought and research have highlighted the detrimental impacts of the lack of student empowerment and inclusivity in the educational sector; they further marginalize groups of color instead of legitimizing their experiences and stories. Ultimately, students who perceive to be “othered” in school share only what they need to survive their context. That translates to Arab and Muslim students sharing only what they discern to be similar and relative to the culture of their peers withdrawing when things like pronouncing their name correctly draws more attention to their pluralistic identities (Jaber, 2019). Without educators explicitly working to “ perpetuate and foster-to sustain linguistic, literate, and cultural pluralism as part of the democratic project of schooling and as a needed response to demographic and social change,” the price is the loss of democracy and of cultural identity for Arab American students.

Texts like The Kite Runner by Khaled Hosseni and God Dies by the Nile by Nawal Saadawi are often hailed as examples of great texts to include if you are culturally responsive and have Arab and Muslim students in class. Although these texts may represent the lived experiences of the authors, they do not differentiate between the Arabic culture of the specific region versus the role of the religion. These omissions lead readers who do not know the difference between Arab and Muslim to further blur those lines and often view students through a stereotypical lens. Consequently, attempts to provide Arab students with mirrors to view themselves in the literature and other students with windows to learn about Arab and Muslim peers result in magnfying stereotypes, misconceptions, and feelings of alienation for the same students the texts were intended to empower.

As a parent of children with exposure to these texts in school, I found it challenging to navigate these texts with my children, empowering them to hold critical conversations with misinformed teachers who were perpetuating Arab and Muslim stereotypes. Students do not want the responsibility of teaching teachers and peers their own truths. Arab and Muslim adolescents developmentally just want to “belong” and feel included (Jaber, 2019). So, what happens to these students when this is the only representation?

Arab and Muslim students report sharing only parts of their identities that were considered the norm and were socially acceptable in school contexts (Jaber, 2019). This included their dress, language, lunch choices, holidays they celebrate, who they interact with, and general demeanor at home—a central “norm ” that others need to be brought into implying an outside appearance of inclusiveness that does not really exist. Although these characteristics would give the impression of harmony with peers and the environment, it does not actually exist since students are not able to share their cultural identities.

Students attribute their choice to “hold back” to two main reasons: They feel “other” school community members would not understand and they avoid the burden of constantly explaining and defending their identities. Both allude to a lack of safety and order required for students to gain the sense of belonging and inclusion they inherently yearn for indicated by their willingness to let go of integral aspects of their identity, disadvantaging them and limiting their gains.

essay on teacher in arabic language

Thanks to Dr. Jaber for her contribution!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It’s titled Classroom Management Q&As: Expert Strategies for Teaching .

Just a reminder; you can subscribe and receive updates from this blog via email or RSS Reader. And if you missed any of the highlights from the first eight years of this blog, you can see a categorized list below. The list doesn’t include ones from this current year, but you can find those by clicking on the “answers” category found in the sidebar.

This Year’s Most Popular Q&A Posts

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Why teachers use Bahasa in the Arabic language classroom

Profile image of Mohamad Azrien Mohamed Adnan

The use of the target language has long been considered an important principle of second language (L2) instruction. Previous research has attempted to quantify the amount of the first language (L1) used in the classroom and has explored the purposes or functions of teachers' 'lapses' into their students' L1. The purpose of this qualitative study is to explore the attitudes towards using L1 in Arabic classes among teachers of secondary school in Malaysia which consists of students speaking Bahasa as their L1. Data was collected based on the interviews of the teachers that teach Arabic language in a school. The respondents of this study were two experienced teachers. The findings indicated that L1is still used by the teachers to explain difficult concepts of grammar so that students easily understand linguistics terms, and also to translate new words to ensure that students understand unfamiliar words.

Related Papers


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Mohammed Farrah Associate Professor in Applied Linguistics & Ex. Chairman of the English Department - Hebron University - Palestine

The present study aimed to investigate the extent to which Arabic was used in the primary English classroom, the attitudes of teachers toward using Arabic and their reasons behind using it. It also aimed at exploring which gender used Arabic more in the EFL classroom. In addition, it tried to present the relationship between the use of Arabic and years of English teaching experience. The results of the study which were collected through a questionnaire, classroom observations and interviews indicated that Arabic was sometimes used in the primary English classrooms by teachers. It also indicated that there were no significant differences in using Arabic in the primary EFL classroom due to gender and English teaching experience. Moreover, the findings indicated that more Arabic was used by the teachers for translating abstract words and terminologies.

Arab World English Journal (AWEJ)

Teachers may wonder whether the use of first language (L1) in the second language (L2) classroom is beneficial or detrimental to L2 learning. The present study investigates the attitudes of L1 Arabic speakers towards the use of English in the L2 classroom. The study examined the following: a) whether Arabic is used in English language classrooms; b) students' attitudes towards their English teachers' use of Arabic; c) students' attitudes towards their classmates' use of Arabic; d) whether the use of Arabic facilitates L2 English learning. The study was conducted with 149 male Saudi university English as a Foreign Language (EFL) learners studying in a Saudi English department. They were asked to complete two questionnaires: a) a background questionnaire; and b) an attitudinal questionnaire. The findings revealed that the participants believed that: a) Arabic is seldom used by their teachers; b) the use of English is more beneficial than Arabic to learning English; and c) Arabic can be used in some situations by teachers when communicating important information.

Nooreiny Maarof

The use of students' mother tongue (L1) in teaching ESL is an ongoing concern among ESL teachers especially in the rural schools. Since English is considered as a foreign language among many rural primary school students, the use of the L1 is still considered debatable in the context of teaching English among teachers. This research aims to identify ESL teachers' beliefs on the use of L1 in teaching rural primary school students. The results could provide information on what teachers believe and practice in their own teaching of the language. The research surveyed 26 teachers using a 23 items Likert scale questionnaire. The results showed that the teachers believe that students' L1 should be used in teaching English to rural primary school students. Teachers admit that sometimes they too resort to the L1 in the classroom. However, the teachers emphasized that the students should speak English especially when working in groups, however they think that using L1 can contribute to English Language learning. The research also revealed that teachers who teach English in rural primary schools need a strong support from the administrators to enable teachers to teach successfully the English language to young learners.

Jassem Jassem

Mohammed Ilyas

—The Arab world has witnessed a very positive and drastic change in the use of English language both in business and education. This change is significant in many ways including a society more inclined to literacy, as well as a keenness to learn and command the English language. However, in universities and other higher educational institutions a peculiar feature of the Arab EFL learners is that they cannot understand the oral as well as written English language even when articulated normally. It has also been observed that still a few of them " prefer " the use of L1 i.e., Arabic, in acquiring the English language (L2) for diverse reasons including not fully skilled and trained in this language or often lacking motivation to communicate in L2. This research study contextualizes and analyses the issues usually raised in Second Language Acquisition in the Arab learners' situation. The paper also briefly refers to the critical debate over recognizing what is being called as Arabicized English. This paper also refers to a few theoretical and ideological perspectives drawn from Krashen's Input hypothesis theory and Chomsky's linguistics theory which is based on the belief that language learning is a result of a continuum that happens between the " internal reality " of language in the individual's mind and the " external reality " of language in society. Index Terms—Arab learners, EFL classrooms, first language (L1), second Language (L2).



The Arab world has witnessed a very positive and drastic change in the use of English language both in business and education. This change is significant in many ways including a society more inclined to literacy, as well as a keenness to learn and command the English language. However, in universities and other higher educational institutions a peculiar feature of the Arab EFL learners is that they cannot understand the oral as well as written English language even when articulated normally. It has also been observed that still a few of them "prefer" the use of L1 i.e., Arabic, in acquiring the English language (L2) for diverse reasons including not fully skilled and trained in this language or often lacking motivation to communicate in L2. This research study contextualizes and analyses the issues usually raised in Second Language Acquisition in the Arab learners' situation. The paper also briefly refers to the critical debate over recognizing what is being called as Arabicized English. This paper also refers to a few theoretical and ideological perspectives drawn from Krashen's Input hypothesis theory and Chomsky's linguistics theory which is based on the belief that language learning is a result of a continuum that happens between the "internal reality" of language in the individual's mind and the "external reality" of language in society. Index Terms-Arab learners, EFL classrooms, first language (L1), second Language (L2).

Renilda A Magsino

Spanish Use in the English Classroom: A study of Dominican Students in an English-Only Environment

Alexander Lopez Diaz

The native language use in the target language classroom has recently gained the attention of second language acquisition research. This study analyzes such issue in the context of Dominican university students, ranging from 18 to 35 years old, studying in an English immersion program, who have been speaking their native language, namely, Spanish too often in their classrooms. This research focuses on identifying the causes for students to use their native language in the class, and their attitude towards both, Spanish and English, by implementing a survey to 37 of these students. To better understand the problem and create potential strategies to address it, firstly, literature has been visited by presenting relevant research related to second language learning and acquisition. Secondly, the methodology is explained so that the research context can be more readily understood. Subsequently, results from surveys are analyzed in the light of current second language acquisition research. As a conclusion, this study revealed that students use their native language primarily when prompted by their partners, when in need of clarification, when unable to understand a concept, and overwhelmingly as a means to making oneself clear. The teaching implications of these findings are also discussed in the end.


Harun Baharudin

Dr. Arnel E . Genzola

Marzook Alshammari

Devrim Yilmaz

Mutiara Sirait

Khairun Nisaa Mohd

Emrah Cinkara

Madhavi Raman , Advances in Language and Literary Studies [ALLS] , Vijaya Vijaya , Nur Dalila Muhamad Nazri , Ahmed al-Quiadhy , Jamila Abdulazeez , Anne Christopher , Melor Md Yunus , Javed Akhter , Hayat Alroudhan , Heba Aziz , Vedyanto Vedyanto , nur muhammad , Esmail Zare Behtash

Alabere Rabiat Ajoke,

TOJELT elt journal

Alhussain Algobi

Procedia: Social and Behavioral Science 172 (2015) 770-777

Mohd Sallehhudin Abd Aziz Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal

Mehmet Emrah Kuru

intakhab khan

Intakhab A Khan

Journal of Literature, Languages and Linguistics

Dr. Vipin Sharma

Blain Walcott-Taylor

Tayba Al Hilali

Robert Kirkpatrick

Dr. Fakieh Alrabai

Ana Nascimento

Proceedings of SOLLS-INTEC. Bangi,

Farrah Diebaa Rashid Ali

Eirene Katsarou

Claudia Gutierrez

The Iranian EFL Journal Quarterly

Ali Jahangard

Abbas Ali Zarei

Abdullah Mohd Nawi

TJPRC Publication

Advances in Language and Literary Studies [ALLS] , Manjet Kaur Mehar Singh , Heiko Wiggers , Husams Moumani , isa yılmaz , Sulafah A S Alnamer , Liton Chakraborty Mithun , Martin Kyiileyang , Liu Clare04 , Ali Alzu'bi

Fafouch Mella Fafouch

International Journal of Applied Linguistics & English Literature [IJALEL] , Chuzaimah Diem , Umar Bello , fateme saeb

Hasanbey Ellidokuzoglu , TOJELT elt journal


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Teaching arabic as a foreign language tafl.

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  • October 16, 2017

Teaching Arabic as a Foreign Language (TAFL)

DURATION: This is an intensive course that lasts for (8) weeks, (6) hrs/week.


Fees and funding.

Course Description:

The TAFL course is an intensive, interactive course devoted to the methodology of teaching Arabic to non-native speakers. It addresses both the practical aspects of teaching Arabic as a foreign language and the underlying linguistic and cognitive processes. The course will start with a theoretical background on methods of teaching foreign languages, before moving to the practical aspects of teaching the four language skills (reading, writing, listening, and speaking). In addition, it will focus on a number of important questions confronting the teacher of Arabic as a foreign language, such as teaching grammar, designing a syllabus, and writing lesson plans .

Entry Requirements:

Open to participants who:

  • Hold a BA specializing in Arabic language, Islamic studies, Middle East area studies, or a modern language.
  • Have previous teaching experience.
  • Are interested in developing and enhancing their teaching skills in the framework of the latest trends in foreign language teaching.
  • Are not specialized in Arabic language but can pass an entrance exam with at least 75% to be qualified for admission into the course.
  • Have experience in using the Internet and the ability to learn how to use our LMS – Moodle.

Mode of Attendance:

Credit hours


The objectives of this course are:

  • To familiarise participants with the theoretical principles underlying various commonly used communicative approaches and methods for teaching foreign languages in general and Arabic in particular.
  • To provide participants with knowledge of key concepts and recent discussions regarding the process of teaching Arabic to non-native speakers.
  • To help participants to note the challenges teachers of Arabic face today.
  • To discuss strategies for feedback and evaluation of the learners’ performance in various skills in an Arabic as a foreign language class.
  • To equip participants to be able to deal professionally with the teaching of Arabic in different contexts.
  • To develop participants’ competencies in the design and effective use of instructional materials and learning activities for Arabic as a foreign language.
  • To provide the participants with the opportunity to analyse and reflect on what they have learnt in the areas of planning, management and materials’ preparation.
  • This is an interactive intensive course mainly taught in Arabic and based on task-based approach.
  • The participants will discuss topics introduced by the instructor, based on readings and their own teaching experiences.
  • The course will also contain a practical part, in which every participant will be required to teach a class in each of the four language skills.
  • In addition, this course will train the participants as well on how to design a syllabus and lesson plan for a course of his/her choice.
  • This course will encourage the participants to demonstrate their approaches in how they can have a better understanding of the different variety of needs of the Arabic language learners.
  • Class size is limited to allow intensive interactive practice with individual feedback and advice on progress.

Overview of the course contents:  

  • How to use task-based method to teach Arabic language for communication.
  • Classroom Management.
  • Different techniques to present and practice a foreign language.
  • Developing the four language skills.
  • Different approaches to teach Arabic grammar.
  • Awareness of the Arabic phonology, vocabulary, grammar and morphology.
  • Awareness of students’ learning styles and motivations.
  • Awareness of students learning problems and how to handle them effectively.
  • Lesson planning and timetabling.
  • Awareness of available course books and how to evaluate them.
  • Using IT technology to supplement teaching and learning processes.

Course Outline:

Participants will learn:, the most effective classroom management skills and techniques that facilitate learning and interaction in class., the main stages of presentation in a language lesson., how to use situations effectively to present the target language..

  • More interesting techniques to help students practice accuracy and pronunciation using dialogues without feeling bored.
  • When & how to correct students’ oral and written mistakes.
  • How to select, present and practice vocabulary and how to integrate the vocabulary work into other skills’ lessons.
  • How to lead the students towards discovering the rules that underline certain language structure without sounding too academic or overwhelming the students with terminology and definitions.
  • The main stages of reading lessons and how to help students apply native-like reading strategies.
  • How to demonstrate guided and free writing in class.

Course Outcome:

If the participant passes the final exam of this course with 75% at least, s/he will obtain a certificate of attendance of this specialized course recognized by the Main UK Institute of Languages in Leeds.  

  • A reader of recommended literature, on both foreign language teaching in general and teaching Arabic in particular, will be provided to participants via an online repository. This literature serves as a theoretical background to the course.
  • Every participant is also invited to bring his/her own teaching materials for discussion purposes.
  • Additional Materials presented from IOL.
  • Over this entire course, students are required to retrieve assignment updates designed to evaluate their abilities to accomplish the intended learning outcomes.


Attendance and active participation are essential to achieve the stated goals.

Request Quota for this course by clicking on the (Ask For Quotation) button above.

Arabic for Kids

  • 22 Jul, 2017

Arabic for Business

Arabic modern conversation, arabic for media, arabic rhetoric, arabic grammar, some toughts (5).

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