Conventional scholarly approaches towards diglossia tend to view Standard Arabic (SA) as a formal and/or written variety, while, Dialectical Arabic (DA) is usually seen as a plethora of colloquial, informal, spoken varieties. This view assumed the existence of two separate codes and does not account for the occurrence of switching between codes within the same discourse. However, research has shown that both codes are used by native speakers in formal and informal situations, as well as in written and spoken discourse. The occurrence of code-switching (CS) in different types of spoken and written discourse in Arabic constitutes a challenge for learners and educators of Arabic as a foreign language. CS is used by native speakers of Arabic as a conceptually-framed linguistic device. Native speakers switch codes to convey specific concepts including importance, sophistication, seriousness, prestige, accessibility, and identity. However, limited research has been carried out about the pedagogical implications of CS in the foreign language classroom. In this paper, I illustrate the use of concept-based instruction to effectively teach CS to advanced Arabic students. I draw upon the corpus-informed data of Albirini (2011) on the social motivations behind CS and use the model of Thorne, Reinhardt, and Golombek (2008) to teach these concepts in the classroom. The model includes a three-stage process: orienting basis, conceptual materialization, and individual and group verbalization activities. Classroom application that aims at enhancing learners’ ability to switch between codes naturally in a way that will give them a native-like competence and augment their communicative repertoire. Key words Diglossia, Code-Choice, Code-Switching, Code-Mixing, Modern Standard Arabic, Dialectical Arabic, Colloquial Arabic, Concept-Based Instruction Citation Albirini, A. (2011). The sociolinguistic functions of codeswitching between Standard Arabic and Dialectal Arabic. Language in society, 40(05), 537-562. Thorne, S. L., Reinhardt, J., & Golombek, P. (2008). Mediation as objectification in the development of professional discourse: A corpus-informed curricular innovation. In J. P., Lantolf. & S. L., Thorne (Eds.),Sociocultural theory and the teaching of second languages (pp. 256-284) London Oakville, CT: Equinox Pub