To relate or not to relate TAFL to CEFR, that is the question. For some, CEFR should be rethought in order to adjust to TAFL requirements, for others, it should be the other way around. Whatever the approach endorsed, the present volume is intended as an invitation to theoretical consistency. CEFR levels should never been adopted just as labels to superficially tag the progression of levels in a given Arabic course. The recourse to CEFR-based Arabic language teaching should always take place in awareness of the ideological implications that this involves and consequently accompanied by a full readiness to develop Arabic teaching strategies that are coherent with the chosen conceptual framework.