ABSTRACT
Increasingly, proficiency outcomes have become the goals of second-languge programs, particularly in Arabic, where language-related careers often require advanced-level proficiency. At the same time, educators have to work with constraints of resources, and instructional time in particular. This chapter examines an approach used to emphasize proficiency within a time-constrained environment. The first part involves shared values and assumptions that students and teachers must accept to create a conducive environment for proficiency development. The second describes activities designed to build both structures and specialized vocabulary with a focus on “personalizing” a student’s linguistic arsenal. This approach involves recycling vocabulary and structures to move from receptive to productive usage, as well as developing laterally and vertically from established proficiency.
