This article provides a comparative analysis of traditional and modern methodological approaches in teaching Arabic as a second language. The study scientifically substantiates the crisis of the grammar-translation method and the emergence of paradigms based on communicative competence (CLT, TBLT). Furthermore, it highlights the integration of digital technologies, the “Flipped Classroom” model, and artificial intelligence into the educational process, as well as the significance of the linguo-cultural approach in addressing the issue of diglossia. The article concludes with practical recommendations for improving the quality of Arabic language education based on CEFR standards.

Arabic pedagogy, communicative competence, TAFL, grammar-translation method, Task-Based Language Teaching (TBLT), Flipped Classroom, diglossia, linguo-cultural competence, CEFR, artificial intelligence.

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