GENERAL

With the above rationale in mind, the first eight course units in Arabic (ARAB 31-32, ARAB 33-34, ARAB 35-36, and ARAB 37-38) form a sequence in which students are introduced to the modern standard language of the Arabic-speaking world through a four-skills approach. All students are expected to acquire some competence in all four skills whatever their motivations for learning the language may be.

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CLASSROOM

In terms of classroom priorities, emphasis in these courses is geared towards activities which stimulate communication and reception of information and away from classroom explication of morphology and syntax. Grammatical accuracy is given increasing weight as students proceed through the sequence of courses, but it is not regarded as an end in itself.

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TESTING

Students are evaluated in terms of these goals in two distinct ways. In order to test knowledge of discreet segments of vocabulary, morphology and syntax, tests and quizzes are given in the normal way (so-called achievement tests). Once each year, all students in the program are given a series of proficiency tests which are not syllabus-based or course-based but are rather intended to evaluate the learner's ability to use the language within the context of the target culture.

A series of "ranges" have been established (on an experimental basis at this point) so that teacher and learner can establish the proficiency-level of the student. If the student is declared "proficient" under this process, he/she becomes eligible to receive a grade for the course, determined by the usual (achievement-based) criteria.

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