The Effects of Non-Linear Curriculum Design on Arabic Proficiency

The Effects of Non-Linear Curriculum Design on Arabic Proficiency

1st Edition
by Steven Berbeco, Ed.D

The Marhaba! curriculum has been tested extensively in a wide range of classroom settings, with very positive results. In this study, Marhaba! author Steven Berbeco analyzes student performance data to demonstrate the curriculum’s effectiveness. Learn more about the innovative pedagogical theories behind Marhaba! and how they have benefited students and teachers of Arabic.


Cheng & Tsui
Publication Date: 
Table of Contents

Chapter 1

  • Historical Framework
  • History of Foreign Language Instruction
  • History of Arabic Language Instruction

Chapter 2

  • Teaching Philosophy of the Marhaba! Curriculum
  • Philosophical Basis
  • Curriculum Frameworks
  • The Roles of the Teachers and Students
  • Competing Theories of Curriculum Design

Chapter 3

  • Marhaba!
  • Development of the Marhaba! Curriculum
  • The Marhaba! Project

Chapter 4

  • Comparison Study
  • Preliminary Study
  • Research Methodology
  • Characteristics of the Sample
  • Proficiency Measure
  • Survey
  • Analysis of Data

Chapter 5

  • Implications of Findings
  • Results
  • Conclusions
  • Limitations
  • Directions for Future Research
About the Author(s)

Steven Berbeco is currently Superintendent of Hopi Junior Senior High School in Keams Canyon, Arizona. He previously served as Department Chair for Japanese and Korean at the U.S. Department of State’s Foreign Service Institute and Dean at the Defense Language Institute in Monterey, California. He holds a Doctorate in Education from Boston University and Master’s degrees in Linguistics from Harvard University and Indiana University.

Dr. Berbeco developed Marhaba! after teaching Arabic in various non-traditional systems, such as an alternative inner-city high school and a refugee camp in Liberia. These experiences taught him the value of non-linear curriculum design, and he has used this learning to support his students' particular learning needs.