<![CDATA[Bloom’s Taxonomy has become one of the most widely used frameworks in developing learning objectives, indicators, and educational assessments across various subjects. In the context of Arabic language learning, however, the application of Bloom’s Taxonomy often raises conceptual and pedagogical challenges because language learning does not merely involve cognitive processes, but also communicative, performative, and sociolinguistic competencies. This article aims to analyze the relevance of Bloom’s Taxonomy in Arabic language learning, examine the problems arising from its implementation in formulating learning objectives and indicators, and propose an integrative approach that combines cognitive demands with communicative competence. This study employs a qualitative approach using library research methods by reviewing educational theories, language learning theories, and recent studies related to Bloom’s Taxonomy and communicative language teaching. The findings indicate that Bloom’s Taxonomy remains relevant, especially in analytical and text-comprehension aspects of Arabic learning. Nevertheless, its application should be adapted to the communicative nature of language learning. Therefore, Arabic learning objectives should not merely focus on cognitive processes but should also integrate social language functions, contextual communication, and language performance. This article also proposes an integrative conceptual model that connects Bloom’s cognitive domain with communicative competence in Arabic language learning. Keywords: Bloom’s Taxonomy, Arabic language learning, communicative competence, learning objectives, higher order thinking skills.]]>
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