Decolonising Arabic Language Teaching: A Case Study

Since the early 2000s Arabic has become an increasingly popular language at academic level across Europe and North America, with high numbers of students enrolling on a variety programmes offering Modern Standard – as well local varieties Arabic, commonly known ‘āmmiyya target (Dickins Watson 2006, 108; Ryding 13; Mohamed 2021b, 59). The demand for this resulted in unprecedented progress learning materials available both teachers learners. Such developments have largely taken place United States, where most textbooks such Al-Kitaab series are designed printed. This paper employs decolonisation post-colonial theory to look ideological implications political agendas implicit widely adopted their proposed content teaching foreign language. Relevant examples from one successful university UK show role perpetuating patterns European American cultural hegemony, making case rethinking level.