<![CDATA[Arabic language instruction in various educational institutions in Indonesia is often trapped in a mechanistic approach that focuses exclusively on cognitive aspects, particularly through methods of memorizing grammar rules (qawā’id) and translation. This reductionist approach has been shown to neglect the sociocultural dimensions and psychological realities of learners, which in turn leads to excessive cognitive load, high levels of language anxiety, and low functional communication competence. This article aims to synthesize a psychosociolinguistic framework that bridges internal cognitive processing and external social interaction in Arabic language acquisition. Through a qualitative research method based on Systematic Literature Review (SLR) of the latest literature, this study found that the effectiveness of Arabic language acquisition is highly dependent on the harmonious interdependence between working memory management and sociocultural ecosystem support. Theoretical synthesis indicates that the integration of the language environment (bī’ah lughawiyyah) with cognitive load reduction strategies can yield a holistic learning model. The implementation of a learning framework that is meaningful, mindful, and joyful demands a shift in the instructional paradigm. The implications of this synthesis recommend a transformation of the educator’s role from merely a grammatical instructor to a sociocultural facilitator who mediates cognitive development through authentic social interaction.]]>
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