Handbook for Arabic Language Teaching Professionals in the 21st Century

Handbook for Arabic Language Teaching Professionals in the 21st Century

2006 | ISBN-10: 080585102X, 0805851011 | 512 Pages | EPUB | 6 MB

This landmark volume offers an introduction to the field of teaching Arabic as a foreign or second language. Recent growth in student numbers and the demand for new and more diverse Arabic language programs of instruction have created a need that has outpaced the ability of teacher preparation programs to provide sufficient numbers of well-qualified professional teachers at the level of skill required. Arabic language program administrators anticipate that the increases in enrollment will continue into the next decades. More resources and more varied materials are seriously needed in Arabic teacher education and training. The goal of this Handbook is to address that need.
The most significant feature of this volume is its pioneer role in approaching the field of Arabic language teaching from many different perspectives. It offers readers the opportunity to consider the role, status, and content of Arabic language teaching in the world today. The Handbook is intended as a resource to be used in building Arabic language and teacher education programs and in guiding future academic research. Thirty-four chapters authored by leaders in the field are organized around nine themes:

Background of Arabic Language Teaching;
Contexts of Arabic Language Teaching;
Communicative Competence in Arabic;
The Learners;
Technology Applications;
Curriculum Development, Design, and Models;
Arabic Language Program Administration and Management; and
Planning for the Future of Arabic Language Learning and Teaching.
The Handbook for Arabic Language Teaching Professionals in the 21st Century will benefit and be welcomed by Arabic language teacher educators and trainers, administrators, graduate students, and scholars around the world. It is intended to create dialogue among scholars and professionals in the field and in related fields¨Cdialogue that will contribute to creating new models for curriculum and course design, materials and assessment tools, and ultimately, better instructional effectiveness for all Arabic learners everywhere, in both Arabic-speaking and non-Arabic speaking countries.



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