The development of an Arabic curriculum framework based on a compilation of salient features from CEFR level descriptors

Abstract

ABSTRACT The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) (Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press) has been widely accepted as a reference for aligning curricula, learning outcomes, teaching materials and assessments for European and, more recently, non-European languages. However, it seems that the CEFR has been more utilised on the macro level, i.e. for curriculum and proficiency test development and course book design rather than on the micro level, i.e. to support teaching and learning. The field of teaching Arabic as a foreign language is lagging behind on both levels. This paper reports on the initial stage of a wide-ranging project which aims at full adoption of the CEFR (on both the macro and micro levels) in a non-specialist Arabic language course. The paper, specifically, details the context and methodology of designing a CEFR-aligned Arabic curriculum framework based on the compilation of curriculum salient features from the CEFR document.