Analysis of Textbooks for Teaching Arabic as a Foreign Language in terms of the Cultural Curriculum

The subject of this paper is embedded in the context of the issues of cultural and religious studies on the grounds of the contemporary glottodidactics, since it contains the characteristics of the selected textbooks for learning Arabic as a foreign language in the aspect of the content of the cultural thematic corpus. Three various textbooks, representing three various publishing markets (Poland, France, United States of America) have been analyzed to assess the extent of the presence of the cultural and regional knowledge elements. This analysis allowed answering the question regarding the method of reflecting the aspects forming the socio-cultural competence of a student and the extent of such reflection.