Updated: November 1, 2024

Arabic Language Requirements 

At Bayan, students are required to demonstrate a foundational level of competency in the Arabic language, the liturgical and sacerdotal language of the Islamic scriptures: the Quran and the Hadith literature. This requirement ensures that graduates possess the necessary skills to engage with primary Islamic texts and traditions with authenticity and accuracy.

Arabic Requirement Overview

1. Graduate-Level Arabic Courses:
   • All students must complete two semesters of graduate-level Arabic: Arabic 2a and Arabic 2b.
   • These courses integrate Arabic grammar, vocabulary, and pronunciation while also incorporating Quranic study to build a solid foundation in scriptural literacy.
2. Timing:
   • Students must take Arabic in each of their first two semesters at Bayan, simultaneously with their other classes, and in consultation with their academic advisor.
   • Successful completion of these courses is required before matriculating into the second year of study.
3. Scriptural Competency:
   • In addition to coursework, students must demonstrate scriptural competency by memorizing at least one juz of the Quran with proper pronunciation (tajwīd) before graduation.

Placement and Prerequisites

1. Arabic Placement Test:
   • All incoming students are required to take an Arabic placement test that includes an evaluation of Arabic and Quranic competency.
   • The placement test determines whether students are ready to (a) test out by demonstrating Arabic language proficiency attained from prior, documented studies, (b) enroll in Arabic 2a for credit, or (c) require additional preparatory work in Arabic 1a, a not-for-credit class.
2. Preparatory Courses (Arabic 1a and 1b):
   • Students who are not ready to take Arabic 2a must first complete Arabic 1a and 1b during their first year at Bayan.
   • These courses are non-credit, are not covered by scholarships, and must be paid for by the student.
   • Completion of Arabic 1a and 1b is required before a student that did not pass his or her initial Arabic placement test before he or she can proceed to Arabic 2a and 2b.

Bayan’s Philosophy on its Scriptural Fluency Requirements 

The Arabic language requirement reflects Bayan's commitment to academic and spiritual excellence. Arabic serves as the gateway to understanding the Islamic tradition, particularly the Quran and Hadith. By ensuring a baseline level of competency in Arabic and Quranic recitation, Bayan prepares its students to engage with Islamic texts authentically and meaningfully, both academically and in their professional practice.

Note: Students are strongly encouraged to consult their advisors regularly to ensure timely completion of this requirement within their program of study.

Additional MDiv Islamic Chaplaincy Requirements

The Master of Divinity (MDiv) in Islamic Chaplaincy at Bayan is designed to prepare students for leadership roles in chaplaincy within diverse contexts, including hospitals, universities, the military, and other institutional settings. In addition to meeting the general academic requirements for the MDiv program, students in the Chaplaincy track must fulfill the following additional requirements:

Scriptural Fluency:

Students must demonstrate fluency in specific portions of the Quran. This includes both proper recitation (tajwīd) and a contextual understanding of the passages relevant to chaplaincy practice.

Prayer Supplications:

Students are required to master essential Islamic prayer supplications in both English and Arabic. These supplications are central to offering spiritual support and performing chaplaincy duties effectively in diverse settings.

Practical Islamic Living:

Students must exhibit a comprehensive understanding of and commitment to fulfilling the obligations of everyday Muslim life. This ensures their ability to model Islamic principles and practices authentically in their chaplaincy roles.

Assessment

These requirements will be assessed through practical evaluations and periodic reviews conducted by faculty members. Students must meet the benchmarks in all three areas to successfully complete the MDiv Chaplaincy program.

This policy reflects Bayan's commitment to equipping chaplaincy students with the skills and spiritual grounding necessary for effective service to their communities.

Bayan’s Quran and Tajwīd Examination Rubric:

Each Bayan student, across all programs, will have his or her Quranic recitation and tajwīd assessed through a practical evaluation where students are requested to recite selected Quranic verses. This assessment measures proper pronunciation of Arabic letters, adherence to tajwīd rules (oral cantillation) and fluency in recitation. Evaluators will use a standardized rubric to ensure consistency and fairness in gauging proficiency. This rubric is designed to assess students’ proficiency in Quranic recitation with respect to the rules of tajwīd, pronunciation, fluency and overall liturgical competency. Each section evaluates specific skills critical to proper tajwīd.

1. Correct Pronunciation of Letters (Makharij Al-Huruf)

• Excellent (9-10 points): All letters are pronounced from their correct articulation points (makhārij) with precision and clarity.
• Good (7-8 points): Most letters are pronounced correctly, with occasional minor errors in articulation points that do not affect meaning.
• Satisfactory (5-6 points): Some errors in the articulation points, with mispronunciations that slightly affect clarity but not the overall meaning.
• Needs Improvement (3-4 points): Frequent errors in articulation points, causing noticeable mispronunciations that may affect meaning.
• Poor (1-2 points): Many errors in pronunciation, severely affecting clarity and meaning.

2. Proper Implementation of Tajwīd Rules (Ahkam al-Tajwīd)

• Excellent (9-10 points): All Tajwid rules (e.g., ghunnah, ikhfā, idghām, etc.) are applied accurately and consistently throughout the recitation.
• Good (7-8 points): Most tajwīd rules are applied correctly, with only minor errors or omissions that do not significantly impact the recitation.
• Satisfactory (5-6 points): Some tajwīd rules are followed, but there are noticeable mistakes in certain areas, such as incorrect elongation or improper merging.
• Needs Improvement (3-4 points): Frequent mistakes in the application of tajwīd rules, disrupting the flow of recitation.
• Poor (1-2 points): Many errors or ignorance of tajwīd rules, significantly affecting the quality of recitation.

3. Fluency and Rhythm (Tarteel)

• Excellent (9-10 points): The recitation is smooth and consistent, with natural pauses, excellent rhythm, and proper pacing.
• Good (7-8 points): Recitation is generally fluent with minor pauses or irregularities in rhythm.
• Satisfactory (5-6 points): Some breaks in fluency or uneven pacing, but the overall flow is acceptable.
• Needs Improvement (3-4 points): Frequent hesitations, inconsistent rhythm, and pacing issues that disrupt the smooth flow of the recitation.
• Poor (1-2 points): The recitation is halting, uneven, and lacks any consistent rhythm, severely affecting comprehension and beauty.

4. Elongation (Madd)

• Excellent (9-10 points): All elongations (madd) are pronounced correctly with the proper duration, according to the tajwīd rules.
• Good (7-8 points): Most elongations are done correctly, with occasional mistakes or inconsistencies in timing.
• Satisfactory (5-6 points): Some elongation mistakes, such as shortening or over-extending certain madds.
• Needs Improvement (3-4 points): Frequent errors in elongation, with improper lengths affecting the recitation.
• Poor (1-2 points): Incorrect application of elongation rules throughout, significantly affecting the accuracy and flow of the recitation.

5. Stopping and Starting (Waqf and Ibtida’)

• Excellent (9-10 points): Perfect pauses at the appropriate places, with proper resumption of recitation in a way that maintains meaning.
• Good (7-8 points): Mostly correct pauses and resumptions, with occasional minor errors that do not distort meaning.
• Satisfactory (5-6 points): Some mistakes in stopping and starting, with minor distortions in meaning.
• Needs Improvement (3-4 points): Frequent inappropriate pauses or incorrect resumptions, causing confusion or changing meaning.
• Poor (1-2 points): Many mistakes in stopping and starting, leading to significant changes in meaning and flow.

6. Tone and Melody (Maqamat)

• Excellent (9-10 points): The recitation is delivered with a pleasant, engaging tone, adhering to the appropriate maqamat, and enhancing the beauty of the recitation without overdoing it.
• Good (7-8 points): Generally good tone and melody, with minor lapses in pitch or melody.
• Satisfactory (5-6 points): The tone is acceptable, though there may be inconsistencies in melody or a lack of emotional engagement.
• Needs Improvement (3-4 points): Inconsistent or monotonous tone, with poor use of melody, reducing the beauty and emotional impact of the recitation.
• Poor (1-2 points): The recitation lacks melody or is overly exaggerated, negatively affecting the delivery and emotional impact.

7. Memorization (If Applicable)

• Excellent (9-10 points): The recitation is perfectly memorized without any mistakes, hesitation, or prompting.
• Good (7-8 points): Minor errors or pauses in memorization that do not require prompting.
• Satisfactory (5-6 points): Some mistakes or moments of hesitation that require occasional prompting.
• Needs Improvement (3-4 points): Frequent errors or pauses that require significant prompting to continue.
• Poor (1-2 points): Major errors in memorization with multiple interruptions, requiring constant assistance.

Total Score:

• Excellent (90-100): Outstanding recitation, with only minor, non-disruptive errors.
• Good (70-89): Good recitation, but with several minor mistakes that need improvement.
• Satisfactory (50-69): Satisfactory recitation with noticeable mistakes in one or more areas, requiring more attention.
• Needs Improvement (30-49): The recitation requires significant improvement in multiple areas.
• Poor (0-29): Severe difficulties in recitation, requiring extensive practice and correction.

Additional Notes for Evaluator:

• Provide detailed feedback for each section to help the student understand their strengths and areas for improvement.
• Encourage students with positive reinforcement while pointing out specific areas that need attention.
• Consider the student’s level of experience and background when grading.