Abstract: Arabic is often perceived as a foreign language
that is closely associated with religion in many societies, this hinders
teaching and learning of the language. This paper examines the challenges of
teaching and learning Arabic in Nigerian universities, particularly among
non-native speakers. Although Arabic is an important global language used in
religion, diplomacy, and international trade, its development in Nigeria
remains limited. This study adopts a qualitative approach based on Second
Language Acquisition (SLA) theory and language policy theory. It analyzes
teaching methods, curriculum design, institutional support, and sociocultural
factors affecting Arabic education. The findings reveal that traditional
teaching methods, the use of English as the medium of instruction, lack of
language immersion, and weak government support significantly limit students’
ability to achieve communicative competence. The study also shows that the
perception of Arabic as primarily a religious language contributes to its marginalization
in formal education. The paper recommends pedagogical reforms, stronger policy
support, integration of technology, and increased international collaboration. The
paper's contribution lies in bringing SLA and language-policy perspectives into
a single analytical frame for the Nigerian university context, identifying
specific gaps in the existing evidence base, and translating these into
targeted, actionable recommendations covering pedagogy, policy, technology,
immersion, curriculum, and graduate employability. In doing so, the study
repositions Arabic in Nigerian higher education as a language of broad academic
and professional relevance rather than a subject confined solely to religious
instruction.
Keywords: Arabic Language, Education, Policy, Universities, Reforms
DOI: 10.36349/atij.2026.v02i01.013
author/Dr. 'Rahman Adewale Abdul-Azeez
journal/Al-Takamul IJ 2(1) | July 2026 |
