Overview

Arabic is one of the oldest living languages today. It was known in its final form Al-Fusha since 2,000 years ago. And it continues to develop since then replying to the contemporary incremental needs of the different generations along these years.  Teaching Arabic language is not to teach set of vocabularies used in a certain era rather than teaching the mechanisms used in Arabic language.  This enables students to derive, compose and speak Arabic easily regardless of the set of the vocabularies each individual uses. 

Our innovated visual tools reinforced this idea by making it possible to all students to develop each one independently from the other or collectively as a class together by having individual homework and selected list of suggested vocabularies in each level.

We developed multiple packages to learn Arabic depending of the age and the purpose of the study. Religious, Business, Touristic, Social and a package for the children living in a non Arabic country.  The educational materials contain multimedia files (Audio/Video/ Presentations) to make the study attractive, interactive, besides being useful and relevant to each individual goal.

The method used in these courses is unique.  It combines two dynamics: the accumulated experiences of teaching Arabic to non-Arabs in North America and Europe, and the original method used to teach Arabic to Native Arabs in the Arab countries. Both methodologies are combined to provide a natural environment for learning and acquiring Arabic.

The program opens the door to a rich experience in fully acquainting students with all facets of the language until it lives within them. Students advance quickly and master the language within a short period of time.

The course achieves this by organizing the topics in a flow suitable to the structure of the Arabic language. Some other methods follow the approaches used to teach Latin languages, which makes learning Arabic very hard.  A beginners English teaching book starts teaching the greeting “How are you” it is wrong to do the same in Arabic, because that implies conjugating the sentence with five different personal pronouns, which is not easy task for the first contact with Arabic language as per the following illustration.

An illustration compares the second person personal pronouns in three languages

In Arabic the speaker has to conjugate “How are you” into five different versions. The speaker has to know that “You” for masculine, feminine, singular and plural are different.  Moreover he has to learn about a new personal pronoun for the dual which represents a personal pronoun specialized for two persons, a concept that totally new for the student.  Thus it is not possible to quickly parrot a simple expression of greeting, rather, it is important to understand the grammar rules that apply in each situation.

Thus teaching Arabic cannot be done by carbon copying the other methods of teaching European languages. It is necessary to follow a way that respects the characteristics of the Arabic language.