The advancement of teaching Arabic to non-native speakers can only take place through proper preparation and training of the Arabic language teacher, as he is the most important element in the educational process.
Training in the field of language teaching has become an urgent necessity to develop and transfer expertise. Hence the project of training Arabic language teachers for non-native speakers in their countries to provide them with the necessary knowledge and basic skills for education, and to closely examine the reality of teaching Arabic in their countries.

• To raise the level of teachers of the Arabic language for non-native speakers.
• Benefiting from the expertise of academics specialized in the field of applied linguistics.
• Learn about methods of teaching languages.
• Learn theories of learning.
• Developing methods of teaching language skills and its elements through micro-teaching.
• Localizing Arabic language education in the beneficiary countries.
• Linking them to the bodies specialized in teaching Arabic to non-native speakers and publishing it.
• Exciting their motivation for interest in the Arabic language.

1. Pre-start: in which a work team is formed and coordinated with the beneficiary, preparing training bags and sending them, providing trainers’ travel tickets, and coordinating with the beneficiary to equip the training hall and its supplies.
2. During the implementation: it includes the opening ceremony, filling the registration forms, and conducting the pre-test. As a result, those who did not pass this test are excluded, and the presentation of theoretical and practical lessons that each teacher performs in front of the trainer and his fellow teachers.
3. After implementation: in which the achievement test, the granting of a passing certificate, the distribution of course and trainers evaluation forms, to measure the impact of the training, and the holding of a symposium (discussion about language teaching problems between trainers and teachers) and concluded with the closing ceremony of the course and the distribution of certificates.

• Providing effort and time for those who teach the Arabic language in non-scientific ways.
• Facilitating the Arabic language and bringing it closer to those who want it.
• Facilitate the teaching of the Qur’an and its sciences for non-Arabic speaking Muslims
• Providing teachers with the necessary skills to teach Arabic to non-native speakers.
• Linking them to the bodies specialized in the Arabic language for non-native speakers.
• Monitor and analyze the needs of Arabic language teachers for non-native speakers.
• Monitoring and analyzing misconceptions when teaching Arabic to non-native speakers.

• Errors analysis.
• Teaching the elements of language.
• Teaching language skills.
• The difference between teaching a language to its people and teaching it to others.
• Teacher preparation.
• Language teaching techniques.
• Language tests.
• Language teaching problems.
• Small size teaching.

Tasil Al Arabia has invested in the modern development of technology and employed it in the service of Arabic language teachers for non-native speakers, so it provided remote training courses, from which large numbers of Arabic language teachers benefited from non-native speakers – who are unable to join the training courses for various reasons – and from different countries far apart in The world, including America – Canada – France – Palestine – Turkey – Morocco – the Philippines – Indonesia – Peru.