Integrating Contextual and Multicultural Approaches in Arabic Language Learning: A Hybrid Model for Developing Intercultural Communicative Competence

This study addresses the critical gap in integrating contextual and multicultural approaches in Arabic language pedagogy within Indonesia's diverse educational landscape, employing a 6-month qualitative case study at MA Mambaus Sholihin Islamic Boarding School “noted for its ethnic diversity and hybrid salaf-modern curriculum” through participatory observation, in-depth interviews, and document analysis. Key findings reveal: (1) teachers effectively merged Arabic instruction with local culture via Localizing Arab Contexts (e.g., adapting “souq” to Indonesian markets), Embedding Diversity in Routine (e.g., multicultural vocabulary drills), and Utilizing Pesantren’s Multicultural Environment; (2) structured activities (muhadasah/tradition comparisons) and spontaneous “cultural learning moments” (e.g., gesture/food dialogues) enhanced students’ intercultural sensitivity, pragmatic skills, and negotiation strategies; (3) while formal curricula lacked explicit integration, the hidden curriculum (daily multilingual interactions/campus diversity) crucially fostered intercultural communicative competence (ICC). Challenges included limited standardized materials, minimal teacher training, and curriculum inflexibility. The study proposes a replicable hybrid framework recommending institutional support for localized resources, teacher development in multicultural facilitation, and formal recognition of hidden curricula as ICC catalysts, repositioning Arabic as a bridge for intercultural understanding in pluralistic societies.