<![CDATA[This study aims to describe the concept of immersive learning in Arabic language education, analyze its theoretical foundations from the perspective of second language acquisition, and explain its implementation within the Indonesian context. The research employs a qualitative library research method, in which data were collected through documentation techniques from books, journal articles, dissertations, and other credible academic sources, then analyzed using content analysis to identify, categorize, and synthesize relevant concepts and theoretical propositions. This study argues that immersive learning positions Arabic as the primary medium of instruction rather than merely an object of study, requiring intensive exposure, comprehensible input, meaningful interaction, and active language production. Theoretically, this approach is firmly grounded in Krashen's comprehensible input theory, Vygotsky's sociocultural theory, Swain's comprehensible output theory, and the Interaction Hypothesis, all of which emphasize a balance between input, guided assistance, and output. In the Indonesian context, implementation may be more feasibly pursued through a partial immersion model developed gradually across planning, language environment building, and skill-based practice, particularly for maharah istimāʿ and maharah kalām. This study contributes theoretically and practically to the development of more communicative and contextual Arabic instruction.]]>
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