ABSTRACT
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book introduces Arabic teachers and teacher educators to contextualized Arabic literacy instruction for speaking and writing, where language is explicitly taught, learned, and assessed in its context of use. It describes a systemic functional linguistic–informed genre pedagogy for novice–intermediate learners and adopts a view of Arabic as “Arabic as one system”. The pedagogy aligns with the American Council on the Teaching of Foreign Languages framework and uses Can-Do Statements to articulate the objectives of each genre. The book also describes instructional material for samples of spoken genres: exchange of information situated in asking for/giving directions, a service encounter situated at a produce stand, and chit-chat. Genre pedagogy recognizes that lexico-grammar is a resource that supports Arabic learners in expanding their meaning-making repertoire and advancing their language proficiency.
