Arabic as Language of Instruction: An Analytical Examination in Light of Global Literature

Abstract

This article examines the value of Arabic as the language of instruction (LOI) at both the primary and tertiary levels in the Arab World by drawing on recent empirical research on LOI policies and practices within a comparative framework, as well as scholarship on language and bilingual development. It presents a theoretical framework for reading global research on mother-tongue instruction in light of the linguistic particularities of Arabic, where Modern Standard Arabic predominates in academic and formal contexts while spoken dialects predominate in everyday life. Building on this discussion and the theoretical framework, the article explores both the educational value of Modern Standard Arabic, and the role of dialects as linguistic resources that can support language- and content-learning across the curriculum. The article offers a transparent, reasoned analysis in the style of analytic philosophy while grounding its claims in contemporary empirical and theoretical studies. It underscores the importance of taking public attitudes toward Arabic and its use as LOI seriously, as these attitudes shape the broader environment in which language-in-education policies succeed or fail. The article calls for language-in-education policies grounded in both scientific research, plus clarity toward educational aims for individuals and societies through public and transparent deliberation. It also proposes pathways to strengthen student learning of and though Arabic, as well as narrow the gap between Modern Standard Arabic and spoken dialects within the classroom and in society.