<![CDATA[This study examines how Hadrami Arabic functions as a pedagogical bridge in Arabic speaking instruction at Darullughah Wadda’wah Islamic Boarding School, Indonesia. Employing an interpretive qualitative case-study design with a linguistic ethnographic orientation, the research involved 120 male students aged 15–18 years and 48 observation sessions conducted between August and November 2025. In-depth interviews involved 38 participants, comprising 26 students, six Arabic teachers, three language supervisors, and three Hadrami visitors. Data were collected through classroom and residential observations, recorded authentic interactions, reflective interviews, and instructional documents, and analyzed using reflexive thematic and interaction-focused linguistic analysis. Participants reported increased awareness of dialectal variation and greater perceived communicative comfort. Four interconnected themes were identified: Hadrami Arabic as a supplementary bridge to fuṣḥā, dialectal noticing through everyday expressions, communicative comfort and social flexibility, and movement from rehearsed speaking toward adaptive interaction. These findings conceptualize the pedagogical bridge as a situated process connecting formal linguistic knowledge with authentic communication through dialectal noticing, teacher mediation, pragmatic interpretation, and selective uptake. Documented incorporation of encountered expressions into vocabulary materials further illustrates its instructional relevance. The study proposes a fuṣḥā-anchored, dialect-aware speaking pedagogy in which teachers systematically connect authentic encounters with linguistic comparison and guided communicative practice, without positioning dialect mastery as the principal instructional target.]]>
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