Professional Documents
Culture Documents
– The answer for this depends on the context in which the CEFR is
to be applied. The CEFR Guide gives two examples of different
contexts (learning a language for tourism and a child learning a
language as a part of school curriculum). The skills and tasks for
each context differ considerably yet each can be scaled
according to the CEFR 6 levels. The CEFR stresses that the
language use and the language user are to be specified in the
framework including the domains and the contexts for which
the language is learnt and taught.
Examples of successful
implementation
• EAQUALS British Council Core Curriculum –
Using expert judgement, content of English
language course-books and surveys of
teachers.
• The English Profile: Learner-based corpus
• St Giles International: http://www.stgiles-
international.com/student-services/level-
descriptors/
About Arabic
• Semitic
• Non-Romance script
• Diglossic: Classical/Standard Arabic versus spoken
dialects
• Variations: many dialects that share mostly
syntactic features and differ mainly morpho-
phonologically (Rosenhause, 2007).
• Inter-dialectal skills: An average educated NS can
communicate with other dialect speakers (Abu-
Melhim, 1992; Soliman, 2015)
About Arabic
• Why is it taught?
• Why is it learned?
• MESA Annual Meeting, 2010 Defining Learning Outcomes for a ‘Core’ Arabic Curriculum B1/B2
level. Contributors: Steve Robertson, Kevin Burnham and Summer Loomis.
• Dr Andrea Facchin: 2014 University of Venice. Working paper on the importance of applying the
CEFR to the teaching of Arabic.
• Dr Mehmet Hakki Sucin: Presented a paper in the First International Conference on the Teaching
of Arabic to Speakers of other Languages – in Istanbul April 2015. Through funding from the
(Islamic, Educational, Scientific and Cultural Organisation in Morocco). Dr Mehmet worked on
writing a syllabus for Arabic based on the CEFR for levels A1 and A2. The syllabus was based on his
intuition and experience of what should be a systematic way of presenting the language elements.
The syllabus put focus on the importance of communicative skills and the integration of different
topics using the four language skills. The syllabus is yet to be approved and piloted before
dissemination.
• Arabic Profile: CEFR for Arabic—a learner corpus approach Bjorn Norrbom, National Center for
Assessment in Higher Education, Saudi Arabia - 2014
CEFR for Arabic – limitations &
Challenges
• Subjectivity: attempts to implement the CEFR to
Arabic have been based on individual efforts
mainly from Language Teaching Professionals.
• Investigating expectations and needs by Arabic learners (past and new). Surveys
and interviews of alumni, current and potential learners.
• There is a need for research measuring the linguistic affinity between the different
varieties of Arabic.
• Investigating real language use objectively through tools such as the Arabic
Learner Corpus , the Arabic Language Corpus , the Quranic Corpus and the
Frequency Dictionary of Arabic.
• Using existing tools for other languages e.g. The English Profile to help in selecting
lexis, syntactic structures and functional topics for each level.
CEFR for Arabic – work in progress
• Developing A1 and A2 syllabus for UG Arabic students at the
University of Leeds using a holistic approach:
1. Listing the top reasons for learning Arabic (Belnap, 2006; Soliman, 2015)
2. Creating a topic-based list accordingly.
3. Using a lexical approach listing the most frequently used words in
each topic using corpora (Buckwalter & Parkinson, 2011). These included MSA and
Classical Arabic.
4. Comparing the Arabic lexis with the search results using tools for
English language CEFR profiles i.e. EAQUALS and the English Profile
database.
5. Using teachers’ judgement in assigning the syntactic structures for
each topic in MSA.
6. Making a list of essential linguistic comparisons between MSA and
the urban spoken dialects.
7. Piloting the syllabus.
Conclusions
• The CEFR is gaining more popularity and importance in and
outside Europe.
• Brustad, K., Al-Batal, M., & Tunisi, A. (2004). Al-Kitaab Fii Ta'allum Al-'Arabiyya: A Textbook for Beginning Arabic : with DVDs: Georgetown
University Press.
• Dickins, J., & Watson, J. C. E. (2006). Arabic Teaching in Britain and Ireland. In K. M. Wahba, Taha, Z. A., & England, L. (Ed.), Handbook for
Arabic language teaching professionals in the 21st century. Mahwah, N.J: Lawrence Erlbaum.
• English Profile: The CEFR for English. (2015). from Cambridge University Press: http://www.englishprofile.org/
• North, B., Ortega, A., & Sheehan, S. (2010). British Council – EAQUALS Core Inventory for General English. Retrieved from
http://clients.squareeye.net/uploads/eaquals/EAQUALS_British_Council_Core_Curriculum_April2011.pdf
• QAA. (2015). Subject Benchmark Statement - Languages, Cultures and Societies: QAA. Retrieved from
http://www.qaa.ac.uk/en/Publications/Documents/SBS-consultation-Languages-Cultures-Societies-15.pdf
• Rosenhouse, J. (2007). Some Aspects of Diglossia as reflected in the Vocabulary of Literary and Colloquial Arabic. In C. H. M. Versteegh,
Ditters, E., & Motzki, H. (Ed.), Approaches to Arabic linguistics : presented to Kees Versteegh on the occasion of his sixtieth birthday (pp. 653-
674). Amsterdam ; Boston: Brill.
• Soliman, R. (2015). Arabic Cross-dialectal Conversations with Implications for the Teaching of Arabic as a Second Language. University of
Leeds, Leeds.
• Suçin, M. H. (2015). Arabic language Curriculum based on the Common European Framework of Reference: a model curriculum. Paper
presented at The First International Conference of the Arabic Language Teaching to Speakers of Other Languages: visions and experiences
Istanbul.
• The Common European Framework of Reference for Languages. (1971). from http://www.coe.int/lang-CEFR