This guide clearly and succinctly presents the basic tenets of
teaching foreign languages specifically for Arabic teachers.
Consolidating findings from second language acquisition (SLA)
research and applied linguistics, it covers designing curricula,
theory and methods, goals, testing, and research, and intersperses
practical information with background literature in order to help
teachers improve their teaching of Arabic as a foreign language
(TAFL). Karin C. Ryding, a well-regarded scholar of Arabic
linguistics and former president of the American Association of
Teachers of Arabic, frames the discussion with SLA literature and
suggests practical and effective ways of helping students learn.
Ryding discusses issues at the core of Arabic teaching
effectiveness and the achievement of communicative competence, such
as the teaching of pronunciation, speaking, reading, listening, and
writing; teaching mixed-level classes; creative classroom
organization; corrective feedback; and use of activities and
exercises, with plenty of examples from Arabic and tips for
teachers. She also covers materials development and proficiency
testing, providing study questions and recommended readings for
each chapter. This guide, which can be used as a textbook, is the
first of its kind aimed specifically at TAFL, and should be of
interest to Arabic instructors-in-training, academics, graduate
students, linguists, department chairs, language coordinators, and
teacher trainers. It also serves as a resource for teachers of
other less commonly taught languages (LCTLs), who struggle with
similar issues.
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