This SOAS Language Centre programme of professional development leads to highly sought after and widely accepted post-graduate qualifications (Certificate and Diploma) in teaching Arabic as a Foreign Language. These awards have contributed substantially to the professionalising of Arabic teaching in the UK and elsewhere and to the recognition of the expertise of teachers of Arabic as a Foreign or Second Language.
The Certificate in Teaching Arabic is designed:
- to meet the rapidly growing demand in the UK and elsewhere for trained and qualified teachers of Arabic as a foreign language.
- to equip trainees with the knowledge and skills which will enable them to teach Arabic to a broad spectrum of Arabic learners in UK, European and worldwide educational contexts.
The Postgraduate Diploma in Teaching Arabic is designed to:
- equip trainees to be able to deal professionally with the teaching of Arabic in different contexts and through the integration of different varieties of the Arabic language.
- familiarise trainees with the theoretical principles underlying the content and design of instructional materials and teaching/testing techniques.
- provide trainees with the knowledge and skills and the supported teaching practice to enable them to teach Arabic using the latest communicative methods.
- show trainees how to create coherent and progressive schemes of work and design effective and efficient lesson plans that are adapted to students’ learning needs.
- show trainees how to analyse empirical data in order to evaluate second language learners’ performance objectively and how to describe achievement and proficiency levels using appropriate terminology.
- enable trainees to fulfil supervisory and pedagogical lead roles such as those of syllabus designer, course co-ordinator, teacher mentor and materials developer.
Graduates will be qualified and well-prepared for teaching Arabic in higher education in the UK, Europe and other parts of the world, for teaching Arabic at private institutions or companies, for fulfilling administrative or consultative roles in educational organisations and for undertaking commissioning and editing in companies which create and market Arabic language courseware.
The overall learning required is full-time, though attendance in sessions at SOAS is not required 5 days per week. The course requires attendance on normally three days per week, depending on assignments set and appointments to observe live teaching which may be on an evening or on a Saturday. The overall learning required is full-time, though attendance in session at SOAS is not required 5 days per week. The days where no presence at SOAS is required are to be devoted to lesson planning and materials preparation, writing of self-reflections and peer appraisals, readings of theoretical applied linguistics and teaching theory books/journal articles, self-access learning, specified VLE learning activities, guided independent study, assigned homework tasks and completion of formal assessments. The programme is very demanding and students will be expected to spend at least 20-30 hours of study outside of class every week.
The Postgraduate Diploma in Teaching Arabic is equivalent to 3 post-graduate level course units carrying 135 CATS credits. The Postgraduate Certificate in teaching Arabic is equivalent to 1.5 post-graduate level course units carrying 67.5 CATS credits. Trainees take compulsory courses in two main areas.
1. Principles and Practice in Communicative Language Teaching for Arabic: - Arabic Applied Linguistics (0.5 unit) - Language Awareness, Methods and Techniques in Teaching Arabic (1 unit)
2. Knowledge and Skills for Second Language Teaching: - Theories of Language Learning and Acquisition (0.5 unit) - Approaches and Methods in Language Teaching and Language Assessment (1 unit)
A key component of the course is the opportunity for live observation of experienced teachers, followed by teaching practice of Arabic with different types of student groups, covering a range of levels. Trainees will observed and assessed in teaching Arabic, including the quality of lesson plans and teaching materials they have created, competencies in using a range of different communicative teaching techniques and ability to create rapport and establish a co-operative learning environment.