<![CDATA[This article aims to examine applied linguistics as a foundation for developing an architectural framework for Arabic language learning design. This conceptual study employs a literature review approach that integrates language acquisition theories, learner characteristics, social context, and learning design principles. The findings indicate that the architecture of Arabic language learning design consists of four interconnected layers: foundation, analysis, design, and evaluation. The foundation layer establishes the theoretical and pedagogical principles underlying the learning process. The analysis layer identifies learners’ needs, language proficiency, learning characteristics, and relevant social contexts. The design layer translates the analysis results into learning objectives, materials, methods, activities, and assessment strategies. Meanwhile, the evaluation layer examines the relevance and effectiveness of the learning design in supporting learning objectives. These four layers form a cyclical process in which evaluation results provide a basis for further analysis, adjustment, and redesign. This framework emphasizes that Arabic language learning should not rely solely on linguistic knowledge but should also consider learners’ characteristics and the contexts in which the language is used. Applied linguistics consequently serves as a bridge between theoretical understanding of language and practical learning implementation. By integrating linguistic perspectives with pedagogical considerations, the proposed framework offers a systematic foundation for developing contextual, adaptive, and learner-oriented Arabic language learning. This conceptual model is expected to contribute to the development of more coherent learning designs that respond to educational needs and support continuous improvement through systematic evaluation and redesign.]]>
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