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This article describes a novel approach for combining the teaching of Standard Arabic (SA) and Vernacular Arabic (VA) developed at the University of Gothenburg. This approach (Parallel Textbased Approach, or PTA) is characterized by two features: a) VA and SA are taught in separate parallel courses, and b) instruction in VA is based on transcribed dialogues. These features go against common recommendations in the literature, in particular those of the influential so-called integrated approach. Drawing on the concept of communicative competence, it is argued that both of these practices have significant pedagogical benefits that have been neglected in the literature. For example, the teaching SA and VA in separate courses provides for a structured way of exploiting the linguistic overlap between the two varieties and makes possible the allocation of specialized teacher resources. Basing the instruction of VA on transcribed dialogues facilitates classroom discussion of sociolinguistic and pragmatic features and makes linguistic features in VA more discoverable to students than is the case when they are only presented aurally. This approach may be an attractive alternative to the integrated approach for program developers seeking to add instruction in VA to an existing Arabic program.