MAIE620 METHODS OF TEACHING ARABIC

Course Description

This course is designed to introduce teachers to the main foundations of teaching Arabic as a second language. It is composed of four parts: theoretical background, planning, implementation, and evaluation. The first part will provide teachers with the theoretical background about the theories of second language acquisition, the effect of the first language on the second language, and a description of the general skills to be taught in a second language. The second part (planning) will help teachers build the necessary skills of writing effective lesson plans. It will also help them build the skill of writing correct course objectives and link it to curricular mapping. Students will also learn some of the basic fundamental of instructional design. The Third part (Implementation) will help teachers articulate their methods of teaching Arabic as a second language. It will present to them the different teaching methodology used in teaching a second language, which will include teaching productive skills such as phonics, reading comprehension, listening comprehension, and writing. They will also acquire the skills of teaching the core competencies such as vocabulary and grammar. In part four (evaluation), students will learn the basic principles of classroom assessment and how to implement it in their teaching methodology.

Course Code: MAIE620

Credit hours: 3

Pre-Requisites: None

Learning Objectives:

  1. Students will develop an understanding of the theories of second language acquisition. They will be able to state the main pillars of each theory and how it is different from other theories.
  2. Students will be able to recognize and understand the impact of the first language on learning Arabic as a second language.
  3. Students will be able to build a mental picture or a framework about the general skills students will acquire while learning Arabic as a second language.
  4. Students will state the principles that will help them teach critical thinking and creative thinking skills while teaching Arabic as a second language.
  5. Students will be able to state and write the elements of an effective Arabic lesson plan.
  6. Students will be able to use some of the fundamental of instructional design to write the course objectives in a professional way and link it to a timeline (curricular mapping).
  7. Students will be able to apply some of the psychological-foundation principles of teaching and learning to improve students’ motivation and participation in the lessons presented.
  8. Students will be able to apply the fundamentals of differentiated instructions and how it is used in teaching Arabic as a second language.
  9. Students will be able to integrate Quran and Islamic studies in the curriculum.
  10. Students will be able to distinguish different teaching methodologies of Arabic as a second language and to apply them effectively.
  11. Students will articulate their skills of teaching productive skills and core competencies such as phonics, grammar, vocabulary, and listening and reading comprehension.
  12. Students will develop an understanding of the fundamentals of classroom assessment and how to use these fundamentals to evaluate their Arabic classes.

Main Textbook:

Teaching and Learning Arabic as a Foreign Language: A Guide for Teachers. George Town University Press by Ryding, Karen. 2015.

Other papers and material that will be provided by the instructor.

Grading and Evaluation:

  • Minimum passing grade 70%
  • Weekly Assignments: 30% (10 assignments, 3% each)
  • Attendance:  10%
  • Mid-Term exam:  10%
  • Final exam:  10%
  • Oral exam:  20%
  • Research paper:  20%

Guidelines for Research Paper:

 1- A part of the course requirements is to submit a research paper, except for certain courses.

 2- The chosen topic must be relevant to the course and approved by the Instructor.

 3- Joint project / research is allowed, up to 3 students, and upon the instructor’s approval.

 4- The paper must meet the following requirements:

  • Consider either MLA or APA guides for writing research papers
  • Follow the standard research paper structure with a Table of Contents, Abstract or Executive Summary, Introduction, Main Body, Conclusion, List of Reference
  • The Main Body should be organized into logical chapters and paragraphs
  • When quoting Hadeeth, a notation indicating its authenticity must be clearly

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Communication Etiquette:

  • If sending emails directly to the Instructor, please include appropriate label in the subject line (Action Required/Info/Admin) and allow up to 3 working days for reply.
  • Limit telephone communication with the Instructor to the office hours only.
  • When leaving a voicemail, please clearly state your name, course code, and contact number.

Additional Information:

Log in Instructions:

To attend live – online lectures (on their scheduled time):

Virtual Class Room

Access the course on-line by logging into Online School, accessible from

Guidance College Online School

You will need a user name and password to:

  • View the recorded lectures if you missed the live online ones.
  • Interact with your teacher and classmates.
  • Upload and submit your assignments, research papers, and exams.
  • View your grades.
  • All attempt must be made to submit assignments by the agreed due dates. Late submissions will be penalized.
  • Your work will be checked and graded on weekly basis, in sha Allah.

Vision Statement:

Guidance College shall be one of the top well-recognized universities in the United States that offers graduate and undergraduate degrees in specialized Islamic fields aiming at preparing moral and well-knowledgeable leaders who provide research-based Islamic alternatives that enable the Muslims to contribute to the success of their country.

Mission Statement:

Guidance College is the place where students gain their undergraduate degrees in authentic and professional specialized Islamic knowledge that recognizes modern-time realities and allows them to examine different branches of knowledge from an authentic Islamic perspective which enables them to think ethically, logically, analytically, and critically while making responsible and moral decisions aiming at improving the quality of life for all inhabitants of the earth with a full understanding and appreciation of the cultural and human differences.