A systematic review of teaching and learning in the context of Arabic diglossia

Arabic is a diglossic language in which standard Arabic coexists with diverse spoken varieties, posing distinct challenges for language acquisition and instruction. Understanding how this context shapes bib_meiseles_1980 educational outcomes is essential for improving Arabic language teaching and learning. Following PRISMA guidelines, we searched eight education and social science databases, and relevant grey literature (1970–2021), screening 927 Arabic and English records and including 101 studies. Descriptive review synthesis identified five recurring themes: Diglossic distance, achievement gap, prestige and attitudes, policy, and exposure to Standard Arabic, including parental engagement. Recommendations relevant for educators, policymakers, and researchers include curriculum strategies include integrating simplified standard Arabic in early childhood education, applying evidence-based methods in teacher training and professional development, and expanding home-based exposure to Standard Arabic through accessible, engaging resources. The findings highlight the need for research to develop and evaluate pedagogical approaches suited to diglossic contexts.