FAQ & Costs

In Phases 1 and 2, students learn the Arabic alphabet and start to read simple words. We focus more on reading and writing in Phase 5. Reading and writing is generally a very small part of Arab life, since Arabs tend to prefer oral learning. And since reading and writing are in Fusha, focusing first on the spoken language makes it much easier to read and write in the future.

In the Growing Participator Approach, the ability to understand speech is foundational for learning to read and write. We allow students to grow their vocabulary by first listening and speaking. Then, once the students have wider vocabularies, we teach them to read and write the words they have learned.

Our goal is to enable students to first communicate orally in the local dialect. The written language is in a different dialect than the spoken, local dialect. Students will first learn to communicate locally, and then we will teach them the other dialect for reading and writing.

We recognize that everyone has a different learning style. However, we find that it is much more effective to teach students to communicate orally before learning to read and write. This allows students to converse and have more meaningful interactions with local Arabs much more quickly.

In the Middle East, there are no native speakers of the written language. Most Jordanians cannot fluently read and write the language that they speak. For Jordanians, speaking is much more important than reading and writing, so we prioritize oral communication.