The Importance of Codifying Teaching Arabic to Speakers of Other Languages Programs in Accordance with a Referential framework of Teaching Languages: An Analytical Study of Experts’ Opinions in Saudi Arabia

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.