ABSTRACT
A number of researchers examined the linguistic proficiency level of heritage students in relation to oral/aural and written skills. This chapter examines whether developing the appropriate educational material that best meets heritage language students' needs, and applying effective pedagogical approaches could lead to motivating heritage students to continue their Arabic language learning and changing the stereotype of the stressful Arabic language instruction at school. When heritage students experience positive learning experiences this may urge them to pursue their learning of the language. The chapter explains the methods of teaching employed and the educational material developed to teach both groups of heritage language students. Methods of teaching as well as educational material used were adapted to meet the background and needs of these heritage students. The intermediate heritage language students recommended having projects related to real life problems, watching movies/plays in Arabic, being helped to speak in classical Arabic, and learning more about Arabic punctuation.
