Our Teaching Methodology

Whether our students decide to study Arabic language abroad or online. We follow a communicative approach to provide comprehensive. Teaching Methodology evidence-based Arabic language instruction to a wide range of students. through a variety of programs (including immersion, classroom, and distance learning) each of these programs exemplifies our commitment to deliver the highest standards in Arabic language instruction.

To give an engaging and relevant framework to learning. Our lessons focus on different topics. which vary from current affairs to everyday issues. With the help of our professional and friendly teachers. Our students will be able to select topics that create interest, discussion and debate in the class.

Each student will be given the opportunity to be engaged with the language. By taking active parts in classroom discussions. In addition to working on the language skills whether individually, in pairs or in small groups. As students learn about other classmates and different cultures around the world. They will also learn correct Arabic pronunciation, increase and widen their vocabulary, learn grammar to be able to form correct sentence construction. Eventually, our students will be able to express themselves in an accurate and appropriate way, all in Arabic!

teaching methodology - Arabic Language learning Center - Arabic Language Center
teaching methodology - Arabic Language learning Center - Arabic Language Center

Pre-service Teacher Education in Jordan

Over the past decade, Jordan’s performance on international assessments in literacy, mathematics, and science has declined, with boys underperforming compared to girls at all levels. Jordan has made great strides in strengthening education quality through in-service teacher training programs and curriculum reform.

However, most teachers are recruited based on subject-specific degrees, and often begin teaching with no background in teaching pedagogy, classroom management, or child development. Out of 87,000 public school teachers, fewer than 700 attended pre-service education training in university before entering the classroom. Prior to PRESTIJ, aspiring male teachers had very limited pre-service education opportunities; they could attend one small pilot program in Amman.