A systematic review of teaching and learning in the context of Arabic diglossia

Bibliographic Data

ID22204232
AuthorsHanada Taha Thomure (0000-0003-4111-0137, corresponding author), Haitham Taha (0000-0002-1113-2514, Western Galilee College), Taline Sabella (University of Jordan), Rabab Saleh (Zayed University)
Year2025
Volume12
Pages102281
Publication date2025-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSocial Sciences & Humanities Open (JOURNAL)
Journal identifiersISSN: 2590-2911 • E-ISSN: 2590-2911
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.ssaho.2025.102281
OpenAlexW4417174169
LanguageEN
References cited55

Arabic is a diglossic language in which standard Arabic coexists with diverse spoken varieties, posing distinct challenges for language acquisition and instruction. Understanding how this context shapes bib_meiseles_1980 educational outcomes is essential for improving Arabic language teaching and learning. Following PRISMA guidelines, we searched eight education and social science databases, and relevant grey literature (1970–2021), screening 927 Arabic and English records and including 101 studies. Descriptive review synthesis identified five recurring themes: Diglossic distance, achievement gap, prestige and attitudes, policy, and exposure to Standard Arabic, including parental engagement. Recommendations relevant for educators, policymakers, and researchers include curriculum strategies include integrating simplified standard Arabic in early childhood education, applying evidence-based methods in teacher training and professional development, and expanding home-based exposure to Standard Arabic through accessible, engaging resources. The findings highlight the need for research to develop and evaluate pedagogical approaches suited to diglossic contexts

Arabic · Curriculum · Diglossia · Modern Standard Arabic · Prestige · Arabic Language Education Studies · Language Development and Disorders · Language, Linguistics, Cultural Analysis

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