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					1. Awarding Institution/Body:                 SOAS, University of London


2. Teaching Institution:                      SOAS, University of London


3. Programme Accredited By:                   N/A
                                              [unless Law Society]


4. Final Award:                               Postgraduate Diploma in Teaching Arabic.


5. Programme Title:                           Postgraduate Diploma in Teaching Arabic.


6. Registry Code:

7. Programme Convenor:                        Yousef Omar


8. Date of Version or Revision:               27/01/10
                                              Candidates must have a degree or equivalent
9. Criteria for Admission:                    (preferably in Arabic language or a related
                                              area.)
                                              Candidates must pass a test of Arabic
                                              language competency.
                                              Candidates must have a command of English
                                              equivalent to IELTS 7.



                                              To provide and equip students with the
10. Educational Aims of the Programme:        knowledge and skills to enable them to teach
                                              Arabic professionally in the UK and to fulfil
                                              supervisory and pedagogical roles such as
                                              course coordinator, teacher developer, course
                                              designer and materials developer. To equip
                                              students with the knowledge and skills to deal
                                              with the teaching of Arabic through different
                                              contexts and the integration of different
                                              varieties.

11. Programme Outcomes - The programme provides opportunities for students to develop
and demonstrate knowledge and understanding, qualities, skills and other attributes in the
following areas:

A Knowledge & Understanding                   Teaching/Learning Methods & Strategies
1) An underpinning knowledge and
understanding of the language system of       The course units deliver input through
Arabic (including its grammatical, lexical,   seminars and workshops where students are
syntactical, morphological and phonological   required to actively participate through
features) and how it is applied in language   structured and open discussions, and through
teaching.                                     carrying out group activities and tasks such as
2) An underpinning knowledge and              role-play. Input is often presented through
understanding of the sociolinguistic          demonstrations, examples and discovery tasks.
features of Arabic including its varieties and   Some of the activities, tasks and techniques
“standards” and how these are addressed          used as a mode of instruction and learning are
in language teaching and an awareness of         characteristic of those used in language
the place of Arabic historically and today.      teaching.
3) An underpinning knowledge and
understanding of the teaching of Arabic as       Many of the assessed tasks have a practical
a set of skills and competences in relation      element and all of them require the student to
to literacies and oral reception and             do background reading and research.
production.
4) An underpinning knowledge and                 Students are also required to manage their
understanding of different writing systems       own learning and carry out projects outside the
in Arabic.                                       classroom both collaboratively and individually.
5) Critical awareness of approaches to the       The student is sometimes required to carry out
place of grammar in language teaching, an        a task in the workplace or as fieldwork. The
understanding of the concept of “emergent        fieldwork follows QAA guidelines for work
grammar” and how to apply related                placement.
techniques and methods to support
learning.                                        Assessment:
6) Underpinning knowledge and
understanding of the sociolinguistic             Learner Profile
background and experience that the               Participants are required to develop a case
language learners bring to their learning        study of a learner of Arabic through a report
and the classroom.                               on the learner’s sociolinguistic background,
7) Knowledge and understanding of how to         motivations and attitudes to the language and
promote collaborative learning and               their learning, the various strategies and
manage group dynamics in the language            techniques they apply and what they hope to
classroom                                        achieve. The students are also required to
8) Underpinning knowledge and                    carry out a linguistic and skills analysis to
understanding of Second Language                 assess the learner’s level of Arabic and strong
Acquisition (SLA) theories from both a           and weak areas respectively. The students
cognitive and socio-cultural perspective.        must then design two lessons for the learner
9) Critical awareness of concepts and            based on the case study and analysis. Finally,
issues surrounding learner independence in       they are required to write a reflective report on
language teaching.                               the experience including an evaluation of the
10) Underpinning knowledge and                   choice of lessons and their delivery,
understanding of the concepts and issues in      assessment tools and the experience of the
heritage learner education.                      learner.
11) Underpinning knowledge and
understanding of the roles that various
modern technologies may play in language.        Teaching Practice Portfolio
12) Critical awareness of their role and         Students are required to write lesson plans
status and constraints experienced as            (beforehand or retrospectively) and prepare
language teachers in a given institution.        materials, deliver teaching effectively, and
13) Good understanding and critical              record an evaluative critique of their own
awareness of basic concepts in traditional       practice. They are required to keep all their TP
Arabic grammar in the light of modern            notes in a portfolio including feedback from
linguistic theories and alternative methods      their tutors, their own reflections on the class
of analysis and formalization in relation to     and their own practice, their own sense of
language teaching.                               progression and observation notes of both
14) Knowledge and awareness of various           experienced teachers and their peers. They are
schools of thought and current research in       also required select and evaluate some
Arabic philology in the light of modern          materials and resources for Arabic language
linguistic theory.                               teaching.
15) Underpinning knowledge and
understanding of the sociolinguistic
features of Arabic including its varieties and   Language Point Presentation
“standards” and how these are addressed          Students are required to complete 2
in language teaching and an awareness of      presentations on an area of Arabic language.
the place of Arabic historically and today.   They must research the area and suggest
                                              appropriate approaches and methods to the
                                              teaching and learning of this area in relation to
                                              a given profile of learners.

                                              Essay on Language Teaching Theory and
                                              Practice
                                              Students are required to research and write an
                                              essay (from a set choice of titles) related to
                                              language theory and practice. They are
                                              required to discuss to what extent and in what
                                              way the area they have chosen relates to the
                                              teaching of Arabic.

                                              Arabic Language Awareness Examination
                                              Students are required to sit an exam on Arabic
                                              language awareness. The language topics
                                              include the Arabic language system, the
                                              structure of Arabic words, syntax and
                                              derivation system in Arabic, the root and
                                              pattern system, and the sound system of
                                              Arabic and sociolinguistic features relating to
                                              Arabic.

                                              Extended Essay
                                              Students are required to choose an area of
                                              Arabic language to research in agreement with
                                              their tutor. They are required to cover the
                                              linguistic and sociolinguistic features of this
                                              area of the language. They are required to
                                              research how this language area is formed and
                                              represented in different contexts and modes or
                                              genres. They will need to discuss and report on
                                              how their research and insights have informed
                                              their approach to teaching this particular area
                                              and their teaching of Arabic in general. They
                                              will be required to present a summary of their
                                              research and conclusions and also how this has
                                              informed their approach. They are required to
                                              address the feedback and critical discussions
                                              among their peers and tutors during the
                                              presentations in the final part of their essay.


                                              Essay on syllabus design for Languages of
                                              the Wider World in the Modern Learning
                                              Context
                                              Students are required to write an essay on
                                              approaches to syllabus design. They must
                                              cover the areas relevant to Arabic and the
                                              modern context. The areas include heritage
                                              learner education, collaborative learning
                                              through multi-modes, and self-managed study.
                                              They must finally design a syllabus which
                                              incorporates all of the aforementioned areas.
B Intellectual (thinking) Skills             Teaching/Learning Methods & Strategies
Having successfully completed the
Programme, students should be able to:
                                             The course units deliver input through
   •   Choose appropriate tools and          seminars and workshops where students are
       frameworks to measure language        required to actively participate through
       competence                            structured and open discussions, and through
   •   choose appropriate materials,         carrying out group activities and tasks such as
       topics and contexts according to      role-play. Input is often presented through
       the language objectives and           demonstrations, examples and discovery tasks.
       sociolinguistic background of an      Some of the activities, tasks and techniques
       individual and a given group of       used as a mode of instruction and learning are
       learners                              characteristic of those used in language
   •   teach different varieties of Arabic   teaching.
       and through different contexts
   •   keep abreast of current               Many of the assessed tasks have a practical
       developments in Arabic language       element and all of them require the student to
       teaching and to continue to try out   do background reading and research.
       new methods, techniques and
       approaches                            Students are also required to manage their
   •   continue to develop professionally    own learning and carry out projects outside the
       in the form of reflection on and      classroom both collaboratively and individually.
       candid evaluation of own practice     The student is sometimes required to carry out
       and peer observation and feedback     a task in the workplace or as fieldwork. The
   •   continue to develop professionally    fieldwork follows QAA guidelines for work
       through discussion and enquiry        placement.
       among fellow professionals
   •   critically evaluate dominant
       approaches in language teaching in    Assessment:
       relation to the language they teach
                                             Learner Profile
   •   inform and adjust their teaching      Students are required to develop a case study
       approach according to SLA             of a learner of Arabic through a report on the
       theories                              learner’s sociolinguistic background,
   •   apply appropriate pedagogies to       motivations and attitudes to the language and
       teach heritage learners               their learning, the various strategies and
   •   address issues in syllabus design     techniques they apply and what they hope to
       for LWW languages in the UK           achieve. The students are also required to
       context                               carry out a linguistic and skills analysis to
   •    make decisions about the             assess the learner’s level of Arabic and strong
       application of modern technologies    and weak areas respectively. The students
       to teaching - as a learning           must then design two lessons for the learner
       resource, a mode of                   based on the case study and analysis. Finally,
       communication and expression          they are required to write a reflective report on
       and a way of participating in         the experience including an evaluation of the
       communities                           choice of lessons and their delivery,
   •   apply an integrated approach to       assessment tools and the experience of the
       the teaching of Arabic language (in   learner.
       relation to Fusha and ‘Ammaya)
   •   apply and adapt materials and
       resources for Arabic and design       Teaching Practice Portfolio
    materials to support the classes      Students are required to write lesson plans
    they teach                            (beforehand or retrospectively) and prepare
•   make informed and reasoned            materials, deliver teaching effectively, and
    choices in selecting and designing    record an evaluative critique of their own
    syllabuses and applying appropriate   practice. They are required to keep all their TP
    tools for assessment                  notes in a portfolio including feedback from
                                          their tutors, their own reflections on the class
                                          and their own practice, their own sense of
                                          progression and observation notes of both
                                          experienced teachers and their peers. They are
                                          also required select and evaluate some
                                          materials and resources for Arabic language
                                          teaching.

                                          Essay on Language Teaching Theory and
                                          Practice
                                          Students are required to research and write an
                                          essay (from a set choice of titles) related to
                                          language theory and practice. They are
                                          required to discuss to what extent and in what
                                          way the area they have chosen relates to the
                                          teaching of Arabic.

                                          Extended Essay
                                          Students are required to choose an area of
                                          Arabic language to research in agreement with
                                          their tutor. They are required to cover the
                                          linguistic and sociolinguistic features of this
                                          area of the language. They are required to
                                          research how this language area is formed and
                                          represented in different contexts and modes or
                                          genres. They will need to discuss and report on
                                          how their research and insights have informed
                                          their approach to teaching this particular area
                                          and their teaching of Arabic in general. They
                                          will be required to present a summary of their
                                          research and conclusions and also how this has
                                          informed their approach. They are required to
                                          address the feedback and critical discussions
                                          among their peers and tutors during the
                                          presentations in the final part of their essay.

                                          Collaborative Teaching Project
                                          Students are required work collaboratively with
                                          another colleague on the course to prepare,
                                          design materials and team-teach a class of
                                          learners of Arabic for at least 2 hours. They are
                                          required to design an appropriate syllabus of
                                          one term for this class. In both the syllabus
                                          and some of their team-teaching they are
                                          required to address Arabic in different modes
                                          and contexts. They are also required to
                                          integrate Arabic language varieties into their
                                          teaching and proposed syllabus. Students are
                                          required to individually write a reflective report
                                          on their experience as a “team-teacher” and
                                          “team-syllabus designer” and how this can
enhance their professional development.

Essay on syllabus design for Languages of
the Wider World in the Modern Learning
Context
Students are required to write an essay on
approaches to syllabus design. They must
cover the areas relevant to Arabic and the
modern context. The areas include heritage
learner education, collaborative learning
through multi-modes, and self-managed study.
They must finally design a syllabus which
incorporates all of the aforementioned areas.

Professional Development Portfolio
The Professional Development Portfolio has a
series of tasks.
Task one
The students must plan and run a teacher
development seminar with a peer, which will
be available to students on the teacher training
programmes and other language teachers at
SOAS.
Task two
The students must play a supervisory role and
organise the observation and feedback of a
language lesson and write a reflective report
about the experience. The students must also
give an evaluation of approaches taken in
giving feedback and promoting discussion.
Task three
 The students must investigate the
organisation of language provision of Arabic at
an academic institution. (The institution can be
a place where they work as a language
teacher, a place they have links with, or
otherwise a place for which visits can be
organised by SOAS staff). They must look at
how the classes are organised, what learner
support is available and the status and level of
autonomy of the teachers. They must also
pinpoint and discuss the degree and nature of
in-house development available. Finally, they
must look at the visions of instruction and
learning apparent in this particular context and
how this is realised in teaching approaches,
learner resources and materials and so on. The
student must write a report on the language
provision in this institution and suggest
changes to at least one of the aforementioned
areas.
C Practical Skills                               Teaching/Learning Methods & Strategies
Having successfully completed the                The course units deliver input through
Programme, students should be able to:           seminars and workshops where students are
                                                 required to actively participate through
    •   give coverage to different Arabic        structured and open discussions, and through
        writing systems in the classroom         carrying out group activities and tasks such as
                                                 role-play. Input is often presented through
    •    deliver effective lessons in relation   demonstrations, examples and discovery tasks.
        to the classroom context, the            Some of the activities, tasks and techniques
        dynamics of the group, the               used as a mode of instruction and learning are
        background of the learner;               characteristic of those used in language
    •   deliver effective lessons in relation    teaching.
        to the choice and application of
        various techniques and methods;          Many of the assessed tasks have a practical
        and                                      element and all of them require the student to
    •   deliver effective lessons in relation    do background reading and research.
        to the choice and management of
        the target language.                     Students are also required to manage their
    •   assess learning and help learners        own learning and carry out projects outside the
        develop cognitive, social and meta-      classroom both collaboratively and individually.
        cognitive strategies in their            The student is sometimes required to carry out
        language learning.                       a task in the workplace or as fieldwork. The
                                                 fieldwork follows QAA guidelines for work
    •    promote and incorporate discovery       placement.
        learning and encourage their
        learners to “notice” linguistic and
        other language-related features in
        a variety of texts and modes.            Assessment:
    •   Apply skills to work within
        institutional constraints as a an        Learner Profile
        expert working within provision of       Students are required to develop a case study
        Arabic language.                         of a learner of Arabic through a report on the
                                                 learner’s sociolinguistic background,
    •   organise and lead teacher                motivations and attitudes to the language and
        development seminars.                    their learning, the various strategies and
                                                 techniques they apply and what they hope to
    •    organise lesson observations in a       achieve. The students are also required to
        supervisory role and conduct post-       carry out a linguistic and skills analysis to
        lesson discussion and feedback           assess the learner’s level of Arabic and strong
        effectively for the purpose of in-       and weak areas respectively. The students
        house teacher development.               must then design two lessons for the learner
                                                 based on the case study and analysis. Finally,
    •   an ability to conduct teaching           they are required to write a reflective report on
        projects and professional                the experience including an evaluation of the
        development through peer                 choice of lessons and their delivery,
        observation and team-teaching.           assessment tools and the experience of the
                                                 learner.

                                                 Teaching Practice Portfolio
                                                 Students are required to write lesson plans
                                                 (beforehand or retrospectively) and prepare
                                                 materials, deliver teaching effectively, and
                                                 record an evaluative critique of their own
                                                 practice. They are required to keep all their TP
                                                 notes in a portfolio including feedback from
                                                 their tutors, their own reflections on the class
and their own practice, their own sense of
progression and observation notes of both
experienced teachers and their peers. They are
also required select and evaluate some
materials and resources for Arabic language
teaching.


Collaborative Teaching Project
Students are required work collaboratively with
another colleague on the course to prepare,
design materials and team-teach a class of
learners of Arabic for at least 2 hours. They are
required to design an appropriate syllabus of
one term for this class. In both the syllabus
and some of their team-teaching they are
required to address Arabic in different modes
and contexts. They are also required to
integrate Arabic language varieties into their
teaching and proposed syllabus. Students are
required to individually write a reflective report
on their experience as a “team-teacher” and
“team-syllabus designer” and how this can
enhance their professional development.

Essay on syllabus design for Languages of
the Wider World in the Modern Learning
Context
Students are required to write an essay on
approaches to syllabus design. They must
cover the areas relevant to Arabic and the
modern context. The areas include heritage
learner education, collaborative learning
through multi-modes, and self-managed study.
They must finally design a syllabus which
incorporates all of the aforementioned areas.

Professional Development Portfolio
The Professional Development Portfolio has a
series of tasks.
Task one
The students must plan and run a teacher
development seminar with a peer, which will
be available to students on the teacher training
programmes and other language teachers at
SOAS.
Task two
The students must play a supervisory role and
organise the observation and feedback of a
language lesson and write a reflective report
about the experience. The students must also
give an evaluation of approaches taken in
giving feedback and promoting discussion.
Task three
 The students must investigate the
organisation of language provision of Arabic at
an academic institution. (The institution can be
                                            a place where they work as a language
                                            teacher, a place they have links with, or
                                            otherwise a place for which visits can be
                                            organised by SOAS staff). They must look at
                                            how the classes are organised, what learner
                                            support is available and the status and level of
                                            autonomy of the teachers. They must also
                                            pinpoint and discuss the degree and nature of
                                            in-house development available. Finally, they
                                            must look at the visions of instruction and
                                            learning apparent in this particular context and
                                            how this is realised in teaching approaches,
                                            learner resources and materials and so on. The
                                            student must write a report on the language
                                            provision in this institution and suggest
                                            changes to at least one of the aforementioned
                                            areas.

D Transferable Skills                       Teaching/Learning Methods & Strategies


Having successfully completed the           The course units deliver input through
Programme, students should be able to:      seminars and workshops where students are
   • Use classroom equipment and            required to actively participate through
       some modern technologies with        structured and open discussions, and through
       technical competence.                carrying out group activities and tasks such as
   • Manage groups effectively.             role-play. Input is often presented through
   • Work on a task as part of a team.      demonstrations, examples and discovery tasks.
   • Present information effectively to a   Some of the activities, tasks and techniques
       group.                               used as a mode of instruction and learning are
   • Present information, discussions       characteristic of those used in language
       and arguments in essay and report    teaching.
       format.
   • Work collaboratively on a              Many of the assessed tasks have a practical
       professional project.                element and all of them require the student to
                                            do background reading and research.

                                            Students are also required to manage their
                                            own learning and carry out projects outside the
                                            classroom both collaboratively and individually.
                                            The student is sometimes required to carry out
                                            a task in the workplace or as fieldwork. The
                                            fieldwork follows QAA guidelines for work
                                            placement.


                                            Assessment:

                                            Teaching Practice Portfolio
                                            Students are required to write lesson plans
                                            (beforehand or retrospectively) and prepare
                                            materials, deliver teaching effectively, and
                                            record an evaluative critique of their own
                                            practice. They are required to keep all their TP
                                            notes in a portfolio including feedback from
                                            their tutors, their own reflections on the class
                                            and their own practice, their own sense of
                                            progression and observation notes of both
                                            experienced teachers and their peers. They are
                                            also required select and evaluate some
                                            materials and resources for Arabic language
                                            teaching.


                                            Language Point Presentation
                                            Students are required to complete 2
                                            presentations on an area of Arabic language.
                                            They must research the area and suggest
                                            appropriate approaches and methods to the
                                            teaching and learning of this area in relation to
                                            a given profile of learners.

                                            Collaborative Teaching Project
                                            Students are required work collaboratively with
                                            another colleague on the course to prepare,
                                            design materials and team-teach a class of
                                            learners of Arabic for at least 2 hours. They are
                                            required to design an appropriate syllabus of
                                            one term for this class. In both the syllabus
                                            and some of their team-teaching they are
                                            required to address Arabic in different modes
                                            and contexts. They are also required to
                                            integrate Arabic language varieties into their
                                            teaching and proposed syllabus. Students are
                                            required to individually write a reflective report
                                            on their experience as a “team-teacher” and
                                            “team-syllabus designer” and how this can
                                            enhance their professional development.




The following reference points were used in designing the programme:
   1. School learning and teaching strategy
   2. Staff research
   3. QAA framework for higher education qualifications
   4. The standards and paradigms required by awarding bodies, Trinity College London
        and UCLES when validating Certificate Programmes in English as a Foreign Language.
   5. LLUK standards for teaching and supporting learning in Further Education
        (DfES/FENTO)



Programme Structure:
The programme is made up of four core course units:
Language Awareness, Methods and Practice in Teaching Arabic carrying 45 CATS points;
Language Teaching and Learning carrying 22.5 CATS points;
Language Teaching and Professional Development carrying 45 CATS points;
Arabic Applied Linguistics: Theory and Practice carrying 22.5 CATS points.
The programme can be taken on in a part-time mode and its duration is 2 academic years of
36 weeks each. The full-time programme spans over three terms and is 36 weeks long.

The Postgraduate Certificate in Teaching Arabic comprises half of the part-time Postgraduate
Diploma in Teaching Arabic.




Regulation of Assessment:
On successful completion of the programme, students will be awarded the Postgraduate
Diploma in Teaching Arabic.

Candidates may receive a Distinction, Merit, Pass or Fail.

• To be awarded a Distinction, candidates must achieve the following:
70% or above in all course units that make up the award.

• To be awarded a Merit, candidates must achieve the following:
Unless eligible for a Distinction,
Either i) 60% or above in all course units that make up the award
      ii) at least two full course units (or equivalent half-units) with marks of 70% or above
          and no mark below 50%


• To be awarded a Pass, candidates must achieve the following:
Unless eligible for a Merit or Distinction,
50% or above in all course units that make up the award.

• If the candidate is awarded a Fail, he or she has not achieved the following:
50% or above in all course units that make up the award.

Programme Requirements for 2-Subject Degrees: N/A




PLEASE NOTE: This specification provides a concise summary of the main features of the Programme and the
learning outcomes that a typical student might be reasonably expected to achieve and demonstrate if he/she takes
full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each course/unit module can be found in the
departmental course handbook and website. The accuracy of the information contained in this document is reviewed
by the School and may be checked by the Quality Assurance Agency for Higher Education.

				
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