Main Article Content
Building Arabic curricula for non-Arabic learners is problematic¬†due to the specificity of the Arabic language. This problem is exacerbated¬†by the existence of a subclass of Arabic learners who do not truly fit into any¬†of the normative classifications of language learners. Non-Arab learners are¬†unable to cope with curricula designed for Arab-background heritage learners.¬†Consequently, teachers of Muslim children in Islamic schools in English-speaking¬†contexts are designing Arabic curricula without adequate training or support.¬†It has, therefore, become a necessity to develop a curriculum framework that¬†responds to the needs of Muslim learners of Arabic in Western Islamic settings.¬†As Islamic civilisation presented a body of robust educational thought and led¬†to one of the earliest Arabic literacy campaigns, it is imperative that Arabic¬†curriculum writers look to it for guidance. Therefore, this paper considers one¬†of the earliest iterations of an Arabic curriculum presented in Kitab Adab al-Mu'allimin (The Book of Teachers Ethics) by Ibn Sahnun (817 870 CE).