| المستخلص: |
This Papers is in the framework of the presentation of the experiences of training trainers and teachers of Arabic as a foreign language in the Tunisian context. It highlights in particular the renewed training paths for native speak¬ers of Arabic language among students who obtained their BA in languages, education and informatics sciences and who chose the professional master’s ’’en¬gineering and teaching foreign languages through modern technologies applied to Arabic for non-native speakers”. The curriculum was designed in order to open employment opportunities for those who obtained university diplomas in Arabic as the department has a long tradition of teaching Arabic to non-na- tive speakers and as it began organizing intensive courses since 1964. Over the courses along 57 years, it has provided training for students (intensive courses) and instructors (training trainer’s workshops) from all continents of the world. Before the Covid-19 pandemic, the number of students reached 700 students per course. They represent 45 nationalities from five continents. In order to contain the pandemic, it was urgently announced the transition to virtual and e-learning from a distance through electronic teaching platforms of all kinds, starting from March 2020, for the benefit of foreign students groups. The De¬partment has moved directly to providing digital lessons for groups of foreign students as well as students of the Erasmus+ program funded by the European Commission who were conducting an intensive annual program in the study of culture and Arabic language and culture at the University of Carthage. This forward-looking view had a profound impact in alleviating the severity of the crisis remarkably and ensuring a solid virtual learning. This innovative academic path, through modern media, using technologies and distance teaching platforms, was launched before the Pandemic in Septem¬ber 2019 and continues its activity without any negative effect during the con¬tinuous crisis because it was anticipating its impact. It works to enhance the teaching of the Arabic language and spread its culture throughout the world within the framework of openness to the environment. Its 34 students in the second year and 30 students in the first year are coming from various special¬izations. In addition to supporting language acquisition, they receive training in digital processing, managing virtual distance learning platforms, producing digital educational materials, marketing pedagogical products and organizing courses and linguistic sessions. They are prepared to work in different countries of the world where there is an interest in teaching Arabic face to face or via the Internet. They are promising elite of future teachers working on the "teaching and education professions" in general in Tunisia and abroad, who will initiate their graduation projects in preparing school materials, creating virtual educa- tional websites through electronic platforms for education, organizing inten- sive courses and language villages, and managing distance education platforms. And within an activity called "valuing and digitizing educational materials and pedagogical heritage."They treat “pedagogical materials" digitally so that they become alive and interactive teaching methods, including the necessary mobility for their further dissemination in interactive digital electronic copies that bene- fit from the online resources.
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