ABSTRACT
In this chapter, we argue for an “integrated” Arabic curriculum in which each of the two language varieties, ‘Āmmiyya and Fuṣḥā, is used as it is normally used by native speakers and where the role of each variety is of equal relevance and importance. We believe that this is the most effective way to prepare students to deal successfully with the sociolinguistic reality of Arabic. Despite the prevailing practice of privileging Fuṣḥā in Arabic-as-a-foreign-language programs due to ideological and historical factors, we believe that there is an unmistakable trend towards the acceptance of the integrated approach as a legitimate option in these programs.
