New Perspectives in Science Education

The effective teaching of Arabic as a Foreign Language (TAFL) presents a unique set of linguistic and pedagogical challenges, primarily rooted in the phenomenon of diglossia and the inherent complexity of Arabic morphosyntax. This study proposes a model for Teacher Professional Development (TPD) designed to provide (TAFL) instructors with the required awareness and necessary skills to navigate these complexities, herewith ensuring a profound and positive impact on non-native students' communicative competence and language acquisition.

The proposed framework (TPD) is structured around two critical pillars. First, it addresses the Linguistic Challenge, focusing on the strategic integration of Modern Standard Arabic (MSA) and spoken dialects. Teachers are trained in sociolinguistic awareness and practical methodologies for teaching both the formal written register and the functional spoken variety, moving beyond the traditional, often isolating, focus on MSA alone. This includes explicit instruction on the complexities of Arabic's non-concatenative morphology and rich derivational system, which are major hurdles for non-native learners.

Second, the framework emphasizes Pedagogical Innovation, promoting a shift from teacher-centered to communicative and task-based approaches. TPD modules focus on developing teachers' capacity to design curricula that prioritize authentic language use, foster intercultural competence, and leverage technology to manage the diverse linguistic needs of the classroom.

By providing a robust, linguistically-informed TPD, this model aims to professionalize the TAFL teaching force, enabling them to transform the learning experience. The ultimate goal is to empower teachers to cultivate students' fluency, accuracy, and confidence, effectively bridging the gap between linguistic theory and practical communicative proficiency in Arabic. This research underscores the necessity of specialized TPD as the cornerstone for advancing AFL pedagogy globally.