ISSN: 2222-6990
Open access
The Arabic literature curricula adopted in Malaysian religious secondary schools play a central role in developing students’ linguistic appreciation and encouraging a genuine interest in the Arabic language. Recognising this importance, the present study provides an analytical and critical review of these curricula, assessing their suitability for non-native speakers. The study aims to highlight the significance of Arabic literature education, clarify standards for the teaching of rhetoric, and outline appropriate criteria for designing curricula tailored to the needs of Malaysian students studying Arabic as a foreign language. Key research questions address the educational value of Arabic literature, the standards for instruction to non-native speakers, and essential benchmarks for effective curricular design. This research identifies the principal challenge as determining how closely the existing literature curricula align with established standards for teaching Arabic to non-native learners. Employing an analytical and critical approach, the study examines the selected literary materials, teaching strategies, and cultural relevance of the curricula. The findings reveal that while current curricula provide meaningful educational benefits, they require further refinement to enhance their accessibility and suitability for Malaysian learners. Simplifying content and improving contextual adaptation are recommended to make the learning experience more engaging without sacrificing ties to Arab literary and cultural traditions. The study concludes that ongoing curriculum development is essential to maintaining a balance among authenticity, educational rigour, and the unique needs of students in Malaysia, thereby optimising the outcomes of Arabic literature education in religious secondary schools.
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