The case for Arabic as region’s language of instruction 
The ongoing debate surrounding the medium of instruction within Arab higher education institutions remains a topic of considerable academic and cultural significance. As we navigate the complexities of globalization and academic excellence, the use of English as the primary language of instruction appears to be a pragmatic choice, driven by the necessity to align with global scientific standards and foster international collaborations. However, this trend raises fundamental questions about the role of Arabic, not just as a token of identity but as a viable medium for disseminating and creating knowledge.
Historically, the Arab world has been a beacon of scientific and intellectual pursuits, with Arabic serving as the lingua franca for scholars across various disciplines. Prestigious institutions like Al-Qarawiyyin, Al-Azhar and the schools of Cordoba were centers of learning where scholars such as Al-Battani and Al-Razi made groundbreaking contributions to astronomy, chemistry and mathematics, all in Arabic. These contributions are still recognized in the nomenclature of various scientific terms derived from Arabic. This rich legacy illustrates the capacity of the Arabic language to support high-level academic and scientific discourse.
Contrastingly, the current preference for English in Arab universities, although facilitating international collaboration and access to global research networks, inadvertently sidelines Arabic. This shift not only impacts the language’s prestige but also affects the cultural and ideological fabric of the Arab world. The dominance of English, while practically beneficial, may dilute the local culture and intellectual traditions that are inherently linked to the language.
The Arab League’s lackluster efforts in enhancing cooperation among Arab universities and fostering a unified academic curriculum have further exacerbated the situation. There is a pressing need for a robust framework that promotes inter-university collaborations within the region, leveraging Arabic as a central element of this integration. Such initiatives could pave the way for a revival of Arabic in sciences and other academic fields, ensuring that it regains its place as a language of innovation and intellectualism.
The current preference for English in Arab universities inadvertently sidelines Arabic.
The dichotomy between using a global language and promoting the native language is not unique to the Arab world. However, the historical and cultural significance of Arabic makes this issue particularly poignant. While the use of English as the medium of instruction has its merits, particularly in the fields of science and technology, it is crucial to strike a balance. Arabic must not only be preserved as a cultural heritage but also promoted as a medium of instruction and scholarly discourse.
Neglecting Arabic comes at a cost. Arabic is not merely a language; it is the embodiment of our culture and identity. Using Arabic fosters deeper understanding, promotes critical thinking in one’s native tongue and strengthens the connection between our scientific endeavors and our heritage.
From a scientific perspective, the use of a mother tongue in higher education not only enhances instructional communication but also confers significant cognitive, affective and performance advantages. Cognitively, students process information more efficiently and critically when taught in their native language, leading to deeper understanding and retention. Affectively, learning in one’s mother tongue increases emotional engagement and comfort, reducing anxiety associated with language barriers and thereby fostering a more inclusive learning environment.
Moreover, when students can express themselves and comprehend content with ease, their academic performance markedly improves, evidenced by higher grades and more effective problem-solving skills. These advantages underscore the importance of integrating the mother tongue in higher educational settings, supporting the argument that students achieve their highest potential in an environment that respects and utilizes their primary language. This approach not only respects linguistic diversity but also enhances educational outcomes by aligning instruction with students’ linguistic and cultural backgrounds.
In conclusion, as the Arab world seeks to balance the demands of global integration with the preservation of its rich cultural and linguistic heritage, it becomes imperative to reimplement Arabic as the medium of instruction in higher education institutions. This strategic shift would not only honor the historical legacy of Arabic as a fundamental conduit of knowledge and scientific discovery, but also ensure that it remains vibrant and relevant in modern academic discourse.
Moreover, the Arab League must take a proactive role in standardizing and promoting a unified language policy that advocates for Arabic across educational institutions in the region. Such a policy would not only strengthen inter-university collaborations, but also reinforce Arab cultural identity and intellectual sovereignty in an increasingly globalized world. By fostering an educational environment in which Arabic thrives alongside other global languages, the Arab world can create a unique and powerful educational model that respects tradition while embracing modernity.
• Dr. Munassir Alhamami is a professor at the Faculty of Languages and Translation at King Khalid University in Abha, Saudi Arabia.
