Arabic Language Education in Nigerian Universities: Challenges, Policy Constraints, and Pedagogical Reform

Abstract

Abstract: Arabic is often perceived as a foreign language that is closely associated with religion in many societies, this hinders teaching and learning of the language. This paper examines the challenges of teaching and learning Arabic in Nigerian universities, particularly among non-native speakers. Although Arabic is an important global language used in religion, diplomacy, and international trade, its development in Nigeria remains limited. This study adopts a qualitative approach based on Second Language Acquisition (SLA) theory and language policy theory. It analyzes teaching methods, curriculum design, institutional support, and sociocultural factors affecting Arabic education. The findings reveal that traditional teaching methods, the use of English as the medium of instruction, lack of language immersion, and weak government support significantly limit students’ ability to achieve communicative competence. The study also shows that the perception of Arabic as primarily a religious language contributes to its marginalization in formal education. The paper recommends pedagogical reforms, stronger policy support, integration of technology, and increased international collaboration. The paper's contribution lies in bringing SLA and language-policy perspectives into a single analytical frame for the Nigerian university context, identifying specific gaps in the existing evidence base, and translating these into targeted, actionable recommendations covering pedagogy, policy, technology, immersion, curriculum, and graduate employability. In doing so, the study repositions Arabic in Nigerian higher education as a language of broad academic and professional relevance rather than a subject confined solely to religious instruction.