<![CDATA[Maharah kalam (speaking skill) is essential for non-Arab learners in Islamic higher education; however, classroom tasks frequently fall short of fostering the extended, theme-bound discourse required in academic contexts. Consequently, Bahasa Indonesia often enters instruction as an unplanned habit rather than a strategically designed and systematically withdrawn scaffold. To address this gap, this study developed and validated a conceptual framework for strategic translanguaging within thematic-integrative maharah kalam instruction. The study employed a three-phase design: a PRISMA-adapted literature synthesis of publications from 2021 to 2026 (), a double-coded curriculum analysis within the Arabic Language Education Program at Universitas Islam Riau, and an expert validation using Aiken’s V involving five specialists evaluating appropriateness, clarity, and practical utility. The resulting framework integrates input, process, and output components. The instructional process operates through concept explanation, lexical activation, and metacognitive reflection, featuring a structured protocol of translanguaging points and gradual L1 fading. A 100-minute instructional blueprint demonstrates the systematic reduction of L1 reliance within a single unit. Expert evaluation yielded high content validity, with Aiken’s V coefficients ranging from 0.900 to 0.933 (V > 0.80) and an overall feasibility score of 3.75 (Very Good). Although clarity initially received the lowest rating and required primary revision, the experts fully endorsed the protocol for scaffolded L1 integration and withdrawal. This paper establishes the pedagogical feasibility of the framework, while acknowledging that empirical measurement of student speaking gains remains a subject for future research.]]>
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