Alternative Educational Curricula in an Open World: The Integrated Learning of Arabic as a Foreign Language in Southeast Asian Countries

Abstract

In the age of globalization, there is an increasing need to master more than one language, particularly in the context of foreign language learning. Foreign language education - especially Arabic - faces unique challenges in Southeast Asian countries that require the adoption of effective and innovative methodologies. One such approach is Content and Language Integrated Learning (CLIL), which combines the teaching of scientific content with the learning of a foreign language simultaneously. This method provides students with the opportunity to enhance their proficiency in the foreign language while acquiring knowledge in a specific field. CLIL has proven successful in several European countries and is increasingly applied in language learning programs in Southeast Asia. In the context of learning Arabic as a foreign language, a comprehensive applied model can be proposed by adapting scientific content, such as jurisprudence, biography, and hadith, which are taught in Arabic. The proposed model includes the use of educational materials rich in both scientific and linguistic content, along with practical exercises that focus on student interaction in Arabic. By implementing this integrated curriculum, it is hoped that learning Arabic will become more effective and motivating for students in Southeast Asia, thereby enhancing their linguistic competencies and preparing them to face the challenges of an interconnected and rapidly evolving world.