تعليم اللغة العربية في منظور السوسيوثقافي لابن خلدون

Abstract

Arabic language learning in the modern era often remains oriented merely toward linguistic and technical aspects, while the social and cultural dimensions that strongly influence language acquisition receive less attention. This study aims to describe Ibn Khaldun’s perspective on Arabic language learning within a socio-cultural framework as presented in his seminal work al-Muqaddimah. This research employs a qualitative approach with library research methods by analyzing Ibn Khaldun’s primary texts alongside secondary literature related to education, language, and cultural sociology. The findings reveal that Ibn Khaldun emphasizes several key principles in language learning, namely gradual instruction (tadarruj), repetition (takrār), adaptation to learners’ abilities, the creation of an active language environment, and the integration of language, culture, and social interaction. These principles affirm that Arabic language learning should not only focus on cognitive mastery but also on character formation, cultural awareness, and the development of civilization. The study contributes to the development of Arabic language teaching models that are contextual, holistic, and relevant to the demands of 21st-century education.