Contextualizing Beginner Arabic Conversation for Accounting Students: A Curriculum-Aligned Task Design Framework

Arabic for Specific Purposes (ASP) connects language instruction with learners’ academic or occupational domains, but adapting specialized contexts for absolute beginners presents a design problem: disciplinary relevance may introduce linguistic demands that exceed the learners’ capacity. This conceptual paper proposes a curriculum-aligned procedure for contextualizing elementary Arabic conversation tasks for university accounting students without claiming to teach technical accounting discourse. Drawing on scholarship concerning ASP, needs analysis, task-based language teaching, constructive alignment, and beginner-level interaction, it develops a four-stage procedure: identify a communicative function, select a plausible accounting-related context, check linguistic and interactional demands, and specify observable evidence of performance. Six illustrative task adaptations demonstrate its application to introductions, occupations, locations, colleagues, appointments, and documents. These tasks are original, hypothetical designs rather than observed classroom activities or responses to empirically established learner needs. A proposed set of decision checks distinguishes contextual relevance from occupational authenticity, and genuine oral exchange from scripted reproduction. The framework offers a bounded starting point for needs analysis, expert review, and empirical evaluation.