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An Analysis and Levelling of Reading Texts Across Arabic Textbooks Based on the CEFR Proficiency Levels
Abstract
This chapter analyses the reading content in four prominent Arabic textbook series that are widely used in the UK and USA to assess their reading proficiency progression. The reading texts in each series are analysed using the Dutch CEFR grid and assigned a level as per the CEFR proficiency scale. The findings reveal that there is a lack of consistency among the different textbook series with regards to how reading proficiency is construed at different levels, especially at the intermediate and higher levels. The chapter concludes by highlighting that Arabic material developers, textbook writers, and teachers would benefit from consulting a recognized and systematic reference of proficiency such as the CEFR in developing a comprehensive view of language proficiency in Arabic that includes defining common thematic areas, most needed and suitable functions, and relevant linguistic features for each language proficiency level.
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