| Summary: | This study attempts to trace the foundation of the teaching and learning of Arabic language as a course of study in Nigerian institutions of higher learning. It aims at assessing the curriculum development of Arabic language in Nigerian institutions, especially in the light of the contemporary challenges facing the nation’s educational system and human development. Qualitative research paradigm was adopted for the study and data was collected through semi structured interview. The study explores the perspectives of three students in the Arabic Department of one of Lagos State University in the South West of Nigeria. Phenomenological analysis approach was used to analyse the data and some of the themes that emerged from the data analysis include; Prior knowledge, , Methodology, Facilities, Means of instruction and Arabic relevance to Nation building. The findings of the study establish the fact that the present curriculum does not conform to the philosophy and goals of the national policy on education because of the prevailing circumstances identified in the research. Based on these findings, teaching and learning of Arabic language for specific purposes was recommended with emphases on academic, vocational, and religious purposes. It is hoped that this recommendation will go a long way in helping the curriculum designers of Arabic language in non-Arabic countries including South-East Asia to design an effective curriculum for the teaching of Arabic language for non-native speakers.
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