ALECGS strengthens it’s presence at TASOL

The conference brought together a select group of experts, academics, and specialists in Arabic language education from various countries, educational institutions, universities, and research centres. This scholarly event aimed to explore the future of teaching Arabic to non-native speakers and to promote innovation and development in its curricula and teaching methods in light of rapid technological and digital transformations.

Wide academic presence

The conference saw a wide academic presence, opening with a session chaired by Dr Yasser bin Abdulaziz Al-Sulami, Assistant Professor of Linguistics at the College of Languages and its Sciences. The session began with a recitation from the Holy Quran, followed by an introduction to the conference, its objectives, and its scientific themes. Speeches were then delivered by the organisers and participants, emphasising the importance of developing Arabic language education and enhancing its global presence as a language of civilisation, knowledge, and enduring cultural identity.

Arabic to non-native speakers is a strategic necessity

During the opening session, His Excellency Dr Issa Saleh Al-Hammadi, Director of ALECGS in Sharjah, delivered a speech entitled "The Role of Educational Institutions in Developing Arabic Language Education for Non-Native Speakers and Enhancing its Global Presence." In his speech, he stressed that teaching Arabic to non-native speakers is no longer merely a cultural choice, but has become a strategic necessity in a world experiencing rapid human and technological communication and increasing competition among languages and cultural identities for presence and influence. Al-Hammadi pointed out that the conference embodies a scientific and intellectual approach aimed at integrating the richness of the Arabic language with modern technologies, harnessing artificial intelligence and digital transformation to develop Arabic language curricula, enhancing teacher competency, and creating advanced interactive learning environments that respond to the diverse linguistic and cultural backgrounds of learners. This contributes to providing flexible and innovative educational content that keeps pace with the language of the future and the demands of the times.

Building linguistic content according to scientific standards

ALECGS also participated with a specialised research paper during the first scientific session of the conference, entitled "Educational Innovation and Building Modern Curricula in Teaching Arabic to Non-Native Speakers." Dr Issa Al-Hammadi presented a research paper entitled "The Reference Framework for Teaching Arabic to Speakers of Other Languages – Authorship, Teaching, Training (Enjoyment)," in which he addressed the modern reference foundations for developing Arabic language education and the mechanisms for building linguistic content according to scientific standards that consider the cultural and linguistic diversity of learners. He emphasised the importance of integrating authorship, training, and educational application using modern methods based on creativity and interaction. The session saw the participation of several experts and academics specialising in teaching Arabic to non-native speakers. The papers presented addressed issues such as curriculum development, adapting international language teaching frameworks, developing educational storytelling programmes, enhancing the educational language charter, integrating modern educational models, and the role of curriculum authors in supporting the success of Arabic language teaching from a methodological and pedagogical perspective.

Developing Arabic language teaching and learning for non-native speakers

During his participation, Al-Hammadi emphasised that Arab Bureau of Education for the Gulf States (ABEGS) strategy has given significant attention to the Arabic language, dedicating a strategic objective to contributing to the development of Arabic language teaching and learning for non-native speakers. He explained that ALECGS is working on implementing numerous initiatives and quality programmes aimed at developing educational policies, curricula, standards, and assessment methods, as well as building the capacities of teachers and supervisors working in institutions that teach Arabic to non-native speakers.

Developing Arabic language teaching strategies and content according to global best practices

Al-Hammadi noted that ALECGS continuously strives to develop Arabic language teaching strategies and content in line with global best practices. This serves educational institutions, curriculum designers, and regulatory and evaluative bodies, while also supporting teachers and educational supervisors working in this vital field. This contributes to improving the quality of educational outcomes and enhancing the global standing of the Arabic language.

Al-Hammadi explained that developing Arabic language education is directly linked to developing learners' linguistic skills in reading, writing, and speaking. He emphasised that the ability to innovate, create, and acquire knowledge begins with acquiring and mastering the language. This makes investing in developing Arabic language education for non-native speakers an essential part of building a more prominent and influential cultural and intellectual future.

TASOL addressed several key scientific themes, including educational innovation and the development of modern curricula, technology, digital transformation, and artificial intelligence in language education, teacher preparation and the development of teaching competencies, in addition to presenting global experiences, partnerships, and educational policies related to teaching Arabic to non-native speakers. The conference also targeted teachers, faculty members, researchers, graduate students, directors of Arabic language teaching centers, specialists, and those interested in the field. It featured the presentation of research papers, academic presentations, training workshops, and outstanding educational experiences, reflecting the growing global interest in the Arabic language and ways to develop its teaching and dissemination internationally.

At the conclusion of its participation, ALECGS commended the scientific and organisational efforts of the conference and the role played by academic and educational institutions in supporting the Arabic language and promoting its spread, stressing the centre’s continued commitment to its educational and scientific mission and to developing programs and initiatives that contribute to improving the teaching of Arabic to non-native speakers and enhancing its presence as a global language of knowledge, culture, and civilisation.