SOAS, University of London (The School of Oriental and African Studies)

Structure

The programme can be taken either in a 2 year structure (1 year full-time spanning over 3 terms of 36 weeks followed by 1 year part-time of 2 core units) or in a 3 year structure (entirely part-time mode: 2 academic years of 36 weeks each followed by 1 year of 2 core units).

2 Year Structure

Year 1

In Year 1 students complete the courses offered for the Postgraduate Diploma in Teaching Arabic programme with 4 core course units:

1. Language Awareness, Methods and Practice in Teaching Arabic
2. Language Teaching and Learning
3. Language Teaching and Professional Development
4. Arabic Applied Linguistics: Theory and Practice

Year 2

In Year 2 students complete 2 core full-unit courses:

1. Language Pedagogy 15PLIC015
2. Dissertation in Applied Linguistics and Language Pedagogy 15PLIC989

3 Year Structure

Year 1

1. Language Awareness, Methods and Practice in Teaching Arabic
2. Language Teaching and Learning

Year 2

1. Language Teaching and Professional Development
2. Arabic Applied Linguistics: Theory and Practice

Year 3

1. Language Pedagogy 15PLIC015
2. Dissertation in Applied Linguistics and Language Pedagogy 15PLIC989

Programme Specification

• MA Arabic Language Teaching - Programme Specifications 2012/13 (pdf; 57kb)

Teaching & Learning

Teaching & Learning

Programme Aims

• To familiarise students with significant theories in language pedagogy and second language acquisition that are pertinent to language teaching and to provide training in how to conduct research related to language learning/teaching
• To provide and equip students with the knowledge and skills to enable them to teach Arabic professionally in the UK and to fulfil supervisory and pedagogical roles such as course coordinator, teacher developer, course designer and materials developer. To equip students with the knowledge and skills to deal with the teaching of Arabic through different contexts and the integration of different varieties.

Learning Outcomes

Knowledge

1. Knowledge and understanding of different aspects of the Arabic language and how they are addressed in language teaching. These aspects include language system (e.g. grammatical, lexical, syntactical, morphological and phonological features); sociolinguistics features (e.g. its varieties and “standards” of Arabic), awareness of the place of Arabic historically and today, and different writing systems.
2. Good understanding and critical awareness of basic concepts in traditional Arabic grammar in the light of modern linguistic theories and alternative methods of analysis and formalization in relation to language teaching
3. Knowledge and understanding of the sociolinguistic background and experience that the language learners bring to their learning and the classroom
4. Knowledge and understanding of the roles that various modern technologies may play in language teaching
5. Knowledge and understanding of theories in Second Language Acquisition and Language Pedagogy
6. Knowledge of key concepts of research designs (e.g., qualitative vs. quantitative; longitudinal vs. cross-sectional) commonly adopted in research on language learning and/or teaching

Intellectual (thinking) skills

Having completed the programme, students should be able to:

1. choose appropriate tools for frameworks to measure language competence
2. choose appropriate materials, topics and contexts according to the language objectives and sociolinguistic background of an individual and a given group of learners
3. teach different varieties of Arabic and teach Arabic through different contexts
4. continue to develop professionally in the form of reflection on and candid evaluation of own practice and peer observation and feedback
5. critically evaluate dominant approaches in language teaching
6. apply an integrated approach to the teaching of the Arabic language (in relation to Fusha and ‘Ammaya)
7. address issues in syllabus design for LWW languages in the UK context
8. critically evaluate published or orally presented research on language learning or teaching
9. design and conduct research related to language learning or teaching and write a research paper

Subject-based practical skills

Having completed the programme, students should be able to:

1. deliver effective lessons in relation to the classroom context, the dynamics of the group, the background of the learner
2. assess learning and help learners develop cognitive, social and meta-cognitive strategies in their language learning
3. apply skills to work within institutional constraints as an expert working within the provision of Arabic
4. organise and lead teacher development seminars
5. organise lesson observations in a supervisory role and conduct post-lesson discussion and feedback effectively for the purpose of in-house teacher development
6. conduct teaching projects and professional development through peer observation and team-teaching

Transferable skills

Having completed the programme, students should be able to:

1. Use classroom equipment and some modern technologies with technical competence
2. Manage groups effectively and work collaboratively on a task as part of a team
3. Present information, discussions and arguments effectively in essay and report format
4. Critically evaluate published research

Destinations

MA Arabic Language Teaching graduates leave SOAS not only with linguistic and teaching expertise, but also with a portfolio of widely transferable skills which employers seek. These include written and oral communication skills, attention to detail,analytical and problem-solving skills, team work skills and the ability to research, amass and order information from a variety of sources. 

For more information about Graduate Destinations from this department, please visit the Careers Service website.

How to apply

How to apply

• How to Apply
• Online Application
• Funding options
• English language requirements
• Tuition Fees
• Admissions Contacts

Scholarships

For further information visit the Scholarships section