<![CDATA[This article examines the position of the Arabic language in Indonesia as both a foreign language and a language of Islamic identity. The study employs a qualitative approach through a literature review and limited field observations of Arabic language teaching practices in Islamic schools and Islamic boarding schools (pesantren). The findings indicate two main orientations in Arabic language instruction in Indonesia: communicative and academic-religious. These orientations shape the selection of materials, teaching approaches, and assessment, and can be combined in an integrative model. The existence of Arabic as a symbol of Islamic identity influences learning motivation, learning objectives, and the teaching models implemented. On the other hand, Arabic language learning still faces both linguistic and non-linguistic challenges, including phonological and grammatical difficulties, low learning motivation, limited teacher competence, and an insufficiently supportive language environment. This study emphasizes that the development of Arabic language teaching in Indonesia needs to take into account the dual function of Arabic as a foreign language and as a language of Islamic religious identity, so that learning strategies are better aligned with students' needs.]]>
Copyrights © 2026
