Letter from the Executive Director
Dear Colleagues, Partners, and Friends,
We are grateful for the progress we’ve made together in supporting Arabic language education throughout 2024. At Qatar Foundation International (QFI), our vision remains clear: to ensure the sustainability and growth of Arabic language education. We advanced our vision by working with strategic partners to focus on continuity in language learning. This involves consistently building educators’ capacity in instruction, supporting student-centered learning experiences, and encouraging the adoption of research-driven pedagogical practices in the classroom. Together, we are laying the foundation for a stronger, more interconnected community where Arabic learners and educators thrive.
Driven by our 10-year strategic plan launched in 2023, we remain committed to fostering sustainable growth in Arabic language education. Our research agenda continues to yield valuable insights that directly shape our programs, with a particular focus on primary and secondary education. These evidence-based findings are helping to develop more impactful approaches in pursuit of building stronger proficiency in Arabic at an earlier age.
In 2024, QFI, in collaboration with 120+ strategic partners, reached 30,000 educators and students across 10 countries, demonstrating Arabic’s growing presence as a world language option in the classroom. We supported over 2,500 instances of Arabic educators being trained through workshops that focused on best practices in proficiency-based instruction (e.g. UK Autumn Institute) and understanding proficiency-based assessments (e.g. US Winter Workshop) to help students further develop their skills in the language. Also, through our support, educators grew the Arabic Teacher Councils to 13 communities across the US and UK, fostering a collaborative network among 2,000+ educators committed to championing Arabic as an option in schools.
We took significant steps to better understand the Arabic landscape at the primary and secondary level. The launch of the Study of Arabic Language Programs (SALP), in partnership with the Institute of International Education (IIE) in the US, marked a critical milestone in mapping Arabic education across six countries. This initiative will provide QFI with data to shape how we address the systemic challenges impacting proficiency-oriented language instruction. Meanwhile, the Oxford/QFI Research Forum brought together 62 researchers, policymakers, and practitioners to discuss ways to bridge the gap between research and practical application of its findings in the classroom.
Beyond supporting educators, QFI strengthened its role as convener this year. From the Milan Roundtable exploring Arabic education opportunities in Italy to learning about Scotland’s National Centre for Languages (SCILT) hybrid model for delivering Arabic in the Scottish classroom, we expanded the conversation by bringing together key stakeholders to discuss the importance of Arabic language offerings in schools. Additionally, our presence at conferences like ENTA-6 and CIES underscores the growing need for Arabic in academic discourse at the primary and secondary levels.
As we move forward, insights from the SALP study will inform our strategic initiatives in both new and existing regions. Events, such as the second Oxford Research Forum, present additional opportunities to foster dialogue around strategies for sharing and implementing evidence-based instruction in Arabic classrooms. We will continue to advocate for Arabic language credentialing and certification to support future career aspirations in teaching and to provide other professional pathways for utilizing the language.
None of this would be possible without the passion and dedication of our entire community — our educators, partners, students, and colleagues. We are deeply grateful to everyone who has played a part in this journey. Together, we are not just advancing Arabic language education — we’re shaping a world where every marhaba opens a door, and every shukran builds lasting connections.
