The 'Arabic for Non-Native Speakers' Series at the University of Jordan: Current Status and Future Prospects
DOI:
https://doi.org/10.35516/Hum.2026.10918Keywords:
Arabic for Non-Native Speakers, Arabic Language Curriculum, University of Jordan Series, Knowledge Content, Challenges.Abstract
Objectives: This study aims to identify the challenges of teaching the "Arabic for Non-Native Speakers" series at the University of Jordan – Language Center, and to propose a vision for how the series could be developed in light of international frameworks for foreign language education.
Methods: The study adopts a descriptive-analytical approach to examine the knowledge content of the series and to uncover the challenges faced by both teachers and learners in teaching and learning the "Arabic for Non-Native Speakers" series at the University of Jordan.
Results: The study revealed several key challenges encountered by both instructors and learners, including: weak integration of language skills, inconsistency in the readability levels of educational texts, lack of methodological foundations in the design and content of language exercises, limited presentation of Arab and Islamic culture, and the absence of technological and digital components in the series.
Conclusion: The study concluded that there is a pressing need to reconstruct the series based on recognized standards for designing Arabic textbooks for non-native speakers, and in accordance with global frameworks for teaching foreign languages. It recommended the application of the Backward Design model in developing Arabic language series for non-native speakers, as it enhances learner effectiveness and places the learner at the center of the educational process. The study also stressed the importance of integrating technological and digital tools into educational content, considering 21st-century skills, and conducting regular reviews to develop and update educational series in line with contemporary demands and linguistic theory developments.
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