Drawing on the collective expertise of language scholars and educators in a variety of subdisciplines, the Handbook for Arabic Language Teaching Professionals in the 21st Century, Volume II, provides a comprehensive treatment of teaching and research in Arabic as a second and foreign language worldwide. Keeping a balance among theory, research and practice, the content is organized around 12 themes: Trends and Recent Issues in Teaching and Learning Arabic Social, Political and Educational Contexts of Arabic Language Teaching and Learning Identifying Core Issues in Practice Language Variation, Communicative Competence and Using Frames in Arabic Language Teaching and Learning Arabic Programs: Goals, Design and Curriculum Teaching and Learning Approaches: Content-Based Instruction and Curriculum Arabic Teaching and Learning: Classroom Language Materials and Language Corpora Assessment, Testing and Evaluation Methodology of Teaching Arabic: Skills and Components Teacher Education and Professional Development Technology-Mediated Teaching and Learning Future Directions The field faces new challenges since the publication of Volume I, including increasing and diverse demands, motives and needs for learning Arabic across various contexts of use; a need for accountability and academic research given the growing recognition of the complexity and diverse contexts of teaching Arabic; and an increasing shortage of and need for quality of instruction. Volume II addresses these challenges. It is designed to generate a dialogue—continued from Volume I—among professionals in the field leading to improved practice, and to facilitate interactions, not only among individuals but also among educational institutions within a single country and across different countries.

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; *Assessment; *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--dialogue 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.

Teaching Arabic as a Heritage Language is a practical guide to Arabic pedagogy for Heritage Learners of Arabic. Exploring the teaching of Arabic as a foreign language (TAFL) in North America and Europe, it covers sociocultural topics such as diglossia and religion alongside theoretical approaches to Heritage Language Learning. It also provides a new and detailed definition of the heritage language learner (HLL) of Arabic. The role of the professor and the material are explored to ensure a successful learning experience. The latest advances in HLL are considered together with the recent and recommended changes in classroom practice, giving rise to the recognition of the individual needs of heritage learners. This is an indispensable resource for instructors, researchers, and students in the fields of TAFL and TASOL, as well as linguists interested in Arabic language learning and teaching.

This innovative volume is one of the first to represent the usage of bilingual writers in both their languages, offering insight into language corpora as extremely valuable tools in contemporary applied linguistics research, and in turn, into how much of the world’s population operate daily. This book discusses one of the first examples of a bilingual writer corpus, the Zayed Arabic-English Bilingual Undergraduate Corpus (ZAEBUC), which includes writing by hundreds of students in two languages, with additional information about the writers and the texts. The result is a rich resource for research in multilingual use and learning of language. The book takes the reader through the design and use of such a corpus and illustrates the potential of this type of corpus with detailed studies that show how assessment, vocabulary, and discourse work across two very different languages. This volume will be of interest to scholars, policymakers, and educators in bilingualism, plurilingualism, language education, corpus design, and natural language processing.

This book analyzes how Arabic teachers develop the cultural awareness of their high school students. Featuring face-to-face conversations with educators about integrating Arabic culture into the language classroom, this study highlights the complexities that characterize Arabic cultural awareness in a post-9/11 world. This book proves that increasing cultural awareness in the classroom facilitates the Arab language learning process.

A major new multi-volume reference work, the Encyclopedia of Arabic Language and Linguistics. A unique collaboration of over hundreds of scholars from around the world, the Encyclopedia of Arabic Language and Linguistics covers all relevant aspects of the study of Arabic and deals with all levels of the language (pre-Classical Arabic, Classical Arabic, Modern Standard Arabic, Arabic vernaculars, mixed varieties of Arabic).

The Encyclopedia of Arabic Language and Linguistics is a major multi-volume reference work. It is a unique collaboration of hundreds of scholars from around the world and covers all relevant aspects of the study of Arabic, dealing with all levels of the language (pre-Classical Arabic, Classical Arabic, Modern Standard Arabic, Arabic vernaculars, mixed varieties of Arabic).

The Encyclopedia of Arabic Language and Linguistics is a major multi-volume reference work. It is a unique collaboration of hundreds of scholars from around the world and covers all relevant aspects of the study of Arabic, dealing with all levels of the language (pre-Classical Arabic, Classical Arabic, Modern Standard Arabic, Arabic vernaculars, mixed varieties of Arabic).