Abstract :
As many practitioners in Teaching Arabic to Speakers of Other Languages Programs (TASOL) strive to
standardize these programs according to one of the international frameworks of teaching languages to
achieve universality and accreditation, they focus on dividing language levels in accordance with one of
the international referential frameworks of teaching languages. However, some of these stakeholders
neglect the importance of these frameworks to the components of language teaching programs
represented by teachers, learners, curriculum, language skills, language tests, and the number of studying hours. As a result, this article is concerned with highlighting the importance of international
frameworks of teaching foreign languages in the construction of Teaching Arabic to Speakers of Other
Languages Programs, mainly the Common European Framework of Reference for Languages (CEFR)
and The American Council on the Teaching of Foreign Languages (ACTFL). Through the use of
surveys and the inductive method, the researcher was able to demonstrate the importance of codifying
language teaching programs in accordance with the referential frameworks and to highlight the extent to
which international frameworks can be used to codify the components of Teaching Arabic Language to
Speakers of Other Languages Programs in Saudi Arabia. This research has shown that the importance of
international frameworks is not limited to dividing language levels into a specific number, but rather
they have a major role in codifying all the components of language program.
Keyword :
Arabic to Speakers of Other Languages, Referential Frameworks, CEFR, ACTFL