For decades students learning the Arabic language have begun with Modern Standard Arabic MSA and then transitioned to learning spoken Arabic. While the MSAfirst approach neither reflects the sociolinguistic reality of the language nor gives students the communicative skills required to fully function in Arabic the field continues to debate the widespread adoption of this approach. Little research or evidence has been presented about the effectiveness of integrating dialect in the curriculum. With the recent publication of textbooks that integrate dialect in the Arabic curriculum however a more systematic analysis of such integration is clearly becoming necessary.In this seminal volume Mahmoud AlBatal gathers key scholars who have implemented integration to present data and research on the methods success. The studies address curricular models students outcomes and attitudes of students and teachers using integration in their curricula. This volume is an essential resource for all teachers of Arabic language and those working in Teaching Arabic as a Foreign Language TAFL.