Instructional Processes in Teaching Arabic to Non Native Speakers: A Quality Management Analysis

The way Arabic is taught to Non-Native Speakers (ANS) is changing dramatically, with the traditional grammar-translation approach being replaced by systematic, quality-controlled approaches. In this paper, Applied Linguistics and Total Quality Management (TQM) are used to look at the processes of ANS instruction. It combines the latest theories on the Second Language Acquisition (SLA) with the European Foundation for Quality Management (EFQM) Excellence Model and the ISO 21001 educational quality model, to create a common framework for the efficiency of programs and students' success. The analysis considers the possibilities of the integration of active and experiential approach, functional applied syntax, and multi-modal assessment systems into standardized quality-controlled settings. It explains how digital literacy and meso-level learning analytics contribute to the Plan-Do-Check-Act (PDCA) cycle to help in real-time monitoring and adaptive teaching. This study connects some of the most important teaching methods to quality management practices like feedback from stakeholders, process mapping, Key Performance Indicator (KPI) monitoring and creates a scalable model for institutional accountability. This framework allows curriculum developers, academic leaders, and language program administrators to have a roadmap for teaching Arabic in a globalized society based on evidence and an action plan.

Arabic for non-native speakers, instructional processes, quality management, TQM, digital literacy, curriculum design, PDCA cycle.

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