<![CDATA[The use of Arabic in Islamic boarding schools plays an important role in shaping students’ linguistic competence and scholarly identity. However, in practice, the use of the language does not always align with the institutional norms established by the pesantren, but is also influenced by social factors in daily interactions. This phenomenon indicates a dynamic relationship between pesantren institutional norms and the social practices of students. This study aims to (1) analyze the influence of pesantren institutional norms on the use of Arabic, (2) examine students’ social practices in using Arabic, and (3) analyze the dynamics between institutional norms and social practices in the use of Arabic. This study employed a descriptive method with a qualitative approach. To obtain in-depth data, the researcher applied field observation techniques, structured interviews, and documentation studies. Furthermore, the data analysis process was carried out through stages of data reduction, narrative presentation, and drawing final conclusions.. The findings show that (1) pesantren institutional norms play a role in shaping the habit of using Arabic, although their implementation has not been fully consistent; (2) students’ social practices, such as peer interaction and comfort factors, influence language choice, resulting in frequent code-switching and code-mixing; and (3) there are dynamics in the form of tension, adaptation, and negotiation between institutional norms and social practices in the use of Arabic. This study concludes that the use of Arabic in the pesantren environment is dynamic and contextual, thus requiring more adaptive language policies to bridge formal norms and students’ social practices.]]>
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