<![CDATA[This study examines the implementation of Arabic speaking instruction (mahārat al-kalām) at STIBA Ar Raayah through the interaction between educational management practices and the application of ACTFL proficiency levels. Adopting a descriptive qualitative design, the research draws on classroom observations, interviews with students and instructors, and document analysis of curriculum materials and ACTFL-related guidelines to capture institutional patterns of curriculum organization, instructional practice, and assessment. The findings indicate that Arabic speaking instruction at STIBA Ar Raayah is institutionally concentrated during the preparatory year (Iʿdād), supported by centralized curriculum management, staged instructional design, and sustained Arabic exposure through residential living and Arabic-medium instruction. ACTFL proficiency levels function as a guiding framework for instructional alignment and formative assessment rather than as rigid benchmarks for outcome measurement. Extracurricular speaking activities operate as complementary spaces for practice and refinement, while the immersive language environment (bī’ah lughawīyah) provides continuous opportunities for language use beyond formal instruction. Overall, the study presents a context-specific best practice model in which curricular alignment, proficiency frameworks, and learning environments interact to support Arabic speaking development. The findings contribute to a deeper understanding of how educational management can sustain proficiency-oriented language instruction within institutional contexts.]]>
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