ABSTRACT
An effective Arabic syllabus is a key component in building and developing a successful Arabic curriculum. The following study reports the results of a survey on Arabic syllabi used by instructors of Arabic at various American institutions. The survey aims to describe and identify the content of Arabic syllabi at the university level and focuses closely on three components: course approach, course objectives, and assessment procedures. Analysis of the sample syllabi reveals a general clarity of course objectives and an explicit reference to the instructor’s approach in teaching Arabic. Almost all syllabi adopt proficiency-based curriculum, hence the general trend towards learner-centered syllabi. Assessment tools, however, vary greatly among syllabi and were not clearly explained to students. This implies that there is a disconnect between the instructor’s philosophy and the actual classroom practices. A content analysis of Arabic syllabi is important to provide insights into the process of Arabic teaching and learning, in particular, how the instructor’s philosophy and objectives are communicated to students and their linkage to classroom activities. The results suggest the need to modify or restructure Arabic syllabi in the light of the “backward design” so that the mismatch between theory and practice may better be addressed.
