Internal regulations of MAL ​​

Program Goals:

The Master of Applied Linguistics (MAL) program aims to prepare staff of competent consultants to contribute to the advancement of Arabic language education in the Syrian Arab Republic and to keep pace with the era of academic accreditation of faculties of humanities.

The MAL program is one of the most important programs needed by those interested in the applications of Arabic in Syrian universities and by university professors who, in addition to their academic teaching, are practicing what is related to applied linguistics. The program develops their roles as teachers for a wide range of students who learn Arabic for various purposes. It also develops the professors’ skills in terms of choosing appropriate learning methods for their students and theories related to enhancing training and functional practice of language in accordance with international standards for the quality of language education in schools, institutes and universities in a way that meets the needs of the Syrian society.

The MAL program enhances the mechanism for consolidating the principles and ethics of practicing the profession while training students in a manner that achieves dignity, confidentiality and the privacy of the student and ensures that the scientific and research support is fully provided. It also develops the student’s skills of teaching and delivery of information and linguistic expertise with its applications to students in Syrian institutes whether of Syrian nationality or not in a systematic and academic way ensuring the accomplishment of the mission of these institutes regarding training the student and providing an optimal service for those involved in applied linguistics, and enhancing the field-based educational research to be conducted by students and professors.

The MAL Program develops the student’s skills in relation to the sub-specialties of Applied Linguistics and provides research aid to the student as part of an integrated team with the spirit of teamwork. This program includes introducing the professors and trainers of application to the basic applied competencies and the fields which are related to knowledge and profession and required for the student by the faculties of humanities before practicing the profession of language teaching, developing its curricula and necessary evaluation tools, and designing immersion programs in many areas of linguistics, literature, translation, commerce and others that enable the student to acquire specialized aspects of the language practically speaking. The program also develops classroom and evaluation skills of the teacher in order to design and build the latest internationally applied tests to measure competencies and language skills in institutes and universities. In addition, it contributes to developing the professor’s future skills regarding the use of modern technologies in language education and training, and the development of his/her skills as a teacher and coordinator of various educational programs.

Learning Outcomes:

• Knowledge & Understanding:

The program addresses a number of principles, foundations and modern terminology that form a firm basis for the graduate of the Applied Linguistics Program, who will be familiar with the following upon completion of the program:

1. Principles of teaching a language as a first or second language, and the cognitive, professional, research and academic fields of teaching and language learning.
2. Principles of outcome-based learning, proficiency-based learning, multiple competencies, and community-based learning.
3. Principles of applying and analyzing language curricula.
4. Modern and innovative methods in the field of language teaching.
5. Principles of learning within large groups and small groups of group-based learning, and principles of learning inside and outside the classroom and in the laboratory as well.
6. Modern languages learning methods and measuring the learning environment tools.
7. New learning space and learning environment in light of technical progress.
8. Principles of language teaching based on evidence and evaluative data.
9. Modern measurement principles, tools and methods to probe language skills and competence in general.
10. Principles of interpreting progress and general test scores, evaluating test results and assessing students' self-evaluation results.
11. Quality assurance approach in language teaching, principles and foundations of language education quality assurance and accreditation of language teaching colleges and institutes.
12. Principles and directives of the American Accreditation Association of Teacher Education Programs and the steps and requirements for the accreditation process of colleges of teacher education (Council on the Accreditation of Educator Programs-CAEP).
13. The main steps and requirements for the accreditation of the teacher preparation institution by the international accreditation bodies, including the principles of submitting self-report and paying visits.
14. Principles of internal and external auditing of the educational institution.
15. Ethical standards for evaluating classroom and remote programs.
16. Principles of research of teaching languages and international tools used for the quality of performance of educational institutions.
17. Concepts of management and administrative leadership in teaching languages and improving performance in institutes and colleges and developing the profession of language teaching.
18. The concept of trainers training.
19. Distance learning programs for students and lifelong learning for teachers.
20. Appropriate tools and methods for presenting data and information and creating educational electronic content.

• Intellectual Abilities:

      Upon completion of the program, the graduate will be able to:

1. Evaluate the current state of the linguistic curricula and determine future needs.
2. Develop plans and methods to bring about change in the curricula of faculties of humanities.
3. Develop classroom and distance learning methods.
4. Develop the trainee’s higher learning skills to contribute to the application of “outcome-based” learning, problem-solving and appropriate decision-making at the right time.
5. Adopt an evidence-based approach during practice.
6. Practice self-learning and distance learning skills.
7. Apply critical thinking skills and problem-solving skills.

• Practical Skills:

Upon completion of the program, the graduate will be able to do the following:

1. Applying professional concepts and standards of language teaching which is based on the concept of linguistic competence.
2. Distinguishing the differences between educational goals, objectives and purposes, and educational outcomes.
3. Determining the characteristics of the graduate in the community, and the principles of the student-based and teacher-based learning.
4. Designing the language education curriculum map according to the modern learning methods and environment.
5. Formulating curricula for teaching modern languages and identifying the differences between those curricula and the traditional educational curricula.
6. Appling language teaching programs which are centered around society and its needs.
7. Adopting ethical considerations when practicing evidence-based education.
8. Applying the principles of evidence-based language teaching in classroom research and practice.
9. Applying modern teaching and learning methods in colleges of humanities according to different cultures, and designing practical activities that integrate technology to train new teachers and develop their capabilities (learning based on problem solving...).
10. Designing and organizing an educational training course and designing educational materials in linguistics, in addition to designing posters, advertisements and guidelines for students.
11. Conducting interactive classroom educational seminars by using modern learning methods.
12. Designing lessons and workshops based on solving classroom problems.
13. Conducting training programs for trainers.
14. Designing and building practical tests to measure the educational competencies and skills in small and large groups by using different measurement methods.
15. Conducting an evaluation of the trainee at the institute and providing feedback to the trainee in a way that contributes to the development of the practical and administrative capabilities of the trainee teachers and contributes to the development of their performance.
16. Designing learning environment assessment tools.
17. Formulating an agenda for language teaching research, adopting scientific research ethics and obtaining informed consent.
18. Collecting and analyzing data on language teaching research.
19. Acting as an internal auditor for the educational institution.
20. Conducting a comprehensive evaluation of the college's language programs.
21. Conducting a comprehensive evaluation of the practical training programs and the reports submitted in this regard.
22. Applying management and leadership skills in the educational workplace.
23. Managing change in the educational institution.
24. Developing a plan to make maximum use of all human and infrastructure resources.

• General Transferable Skills:

The student is expected to have a range of knowledge, skills and values, including:

1. Effectively communicating with colleagues and the educational team.
2. Respecting different points of view.
3. Accepting constructive criticism and offering as well as receiving feedback from others.
4. Effectively managing large and small groups.
5. Having effective computer skills and modern technologies in terms of teaching, learning, measurement and evaluation.
6. Team work, especially in the classroom.
7. Managing change and resolving disagreements within the group.
8. Adopting ethical values (justice - honesty - transparency) while measuring the performance of the educational team and the institution, and conducting research.
9. Adopting positive values, attitudes and ethical considerations during the audit and evaluation of the educational institution.