ISSN: 2222-6990
Open access
Arabic rhetoric (al-bal?ghah) plays a significant role in developing linguistic competence, analytical reasoning, and expressive ability in Arabic language education. In Malaysian religious secondary schools, rhetoric forms part of the prescribed curriculum; however, limited research has critically assessed its suitability for non-native Arabic learners. This study examines the Arabic rhetoric curricula implemented in Malaysian religious secondary schools to evaluate their alignment with Arabic-as-a-Foreign-Language (AFL) pedagogical standards. The research aims to (1) clarify the pedagogical importance of rhetoric in second-language acquisition, (2) identify instructional standards appropriate for non-native learners, and (3) formulate evaluative criteria for curriculum design within the Malaysian educational context. Using an analytical and critical qualitative approach, the study reviews curriculum content against contemporary AFL teaching principles. The findings indicate that while the curricula reflect strong adherence to classical rhetorical traditions, they require revision in terms of simplification, contextual adaptation, and greater emphasis on practical application. The study proposes criteria for reform that integrate authentic bal?ghah scholarship with modern language pedagogy, contributing to more effective rhetoric instruction for non-native learners.
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