Teaching Arabic in Bangladesh in Light of Contemporary Curricula: An Academic Perspective

Abstract

 Arabic holds a prominent position in Bangladesh due to its close connection with religious and cultural identity, as well as its growing role in higher education and academic communication. Despite the widespread teaching of Arabic in various educational institutions, particularly in Madrasah and universities, existing curricula still face a noticeable gap between traditional educational objectives and the requirements of contemporary competency-based curricula that emphasize functional language skills. This study aims to analyze the current state of Arabic language teaching in Bangladesh in light of modern curricula, examining its alignment with recent trends in language education, with a focus on developing the four language skills and integrating modern educational technologies. The research also highlights the main challenges facing Arabic language education in Bangladesh, such as curriculum gaps, inadequate teacher preparation, and limited supportive linguistic environments. Employing a descriptive-analytical methodology, the study investigates prevalent curricula and analyzes models of current teaching practices. The findings underscore the urgent need to update curricula, adopt a communicative learning environment and enhance the integration between theoretical and practical aspects. The study concludes with a set of academic recommendations aimed at advancing Arabic language teaching in Bangladesh to align with contemporary cognitive and digital transformations.]