Arabic language teaching in Bangladesh needs a reality check: Formal (Al-Fusha) or dialectal (Al-Ammiyah)?

Arabic language proficiency is one of the important factors for getting job in the middle eastern countries. In Bangladesh, language teaching policy is mostly confined in Bengali first as a symbol of national identity and English as second language to connect rest of the world. The curriculum of Arabic language is mostly designed for religious purpose which doesn’t help millions of Bangladeshi who work in Middle eastern countries.

Every year,  thousands of Bangladeshi workers move to the Middle East to find work. Bangladesh is now one of the top countries in the world for sending workers abroad. In 2025, foreign remittances are around USD 32.8 billion where 75% of this money comes from Arabic-speaking countries like Saudi Arabia,  UAE, Qatar, Kuwait, and Oman. It is thought that 60-70% of Bangladeshi migrant workers work in these areas.

Despite this deep economic dependence, a striking paradox persists: most of these workers lack the ability to communicate effectively in Arabic. The root of this problem lies in how Arabic is taught in Bangladesh. At present, Arabic language teaching is primarily oriented with religious understanding, concentrating on Qur’anic and classical forms. While this is invaluable for spiritual and cultural development, it does not help equip learners with the skills needed for everyday communication in real-world settings, especially middle east context.

To understand this gap, we must consider the linguistic nature of Arabic itself. According to the linguist Charles A. Ferguson, Arabic exists in a state of “diglossia”-with a formal (AL-Fusha), standardized variety is used in writing and religious contexts, and multiple spoken dialects are used in different Arabic speaking countries. In fact, these spoken dialects (Al-ammiyah) are used in 90% to 95% of all communication in Arab societies. As a result, Bangladeshi workers who only know formal Arabic may be able to read religious texts, but they may still have trouble with basic tasks like everyday communication, following directions, negotiating pay, or getting medical help etc.

Writer himself witnessed during his Arabic language course in Taif university, KSA, that language barriers have become a great silent obstacle to progress. Reports of Bureau of Manpower Employment and Training- BMET revealed that more than half of migrant workers face serious communication challenges in Arabic speaking countries. Without practical Arabic skills they are typically confined to low-paying, low-skilled jobs, with limited opportunities for advancement. On the other hand, workers with even basic spoken proficiency often earn significantly higher salaries, sometimes nearly double. The Dhaka Tribune reported on March 16, 2026, that there are clear wage differences even between Bangladeshi workers in Saudi Arabia based on Arabic language proficiency.  A worker having low speaking capability gets 800 SAR a month, while another with good Arabic proficiency earns 1,700 SAR per month. This means that the people who do the same job but having good command over practical Arabic language get more than twice which raises the earnings about 100-125%. 

The implications are clear that Arabic language is not just a cultural asset; it is an economic tool. This reality aligns closely with the human capital theory advanced by Gary Becker, which emphasizes that education enhances productivity and earning potential. In Bangladesh context, failing to provide practical Arabic language skills represents a missed opportunity to strengthen the country’s most valuable export-its workforce. 

According to UNESCO (2022), dropout rates remain a persistent challenge, especially among economically disadvantaged populations. These dropout young people enter the labor market mostly to the Middle East without adequate language skills and remain vulnerable to exploitation, contract fraud, and unsafe working conditions. As a result, Bangladesh is missing the opportunity to earn more foreign remittances.

This is not simply an educational issue- it is a policy gap that demands urgent attention to start practical/dialectal /communicative Arabic language training from the primary & secondary levels as third language. The "Kerala Model" from India is one of the successful examples to integrate Arabic dialects in schools. The Centre for Development Studies (CDS) and the Kerala Migration Survey (KMS) 2024/2025 Update say that Keralite migrants have a much higher "employability premium" because their language training focuses on Gulf dialects instead of just Quranic literacy. The Economic Times (Energy & Labour Bureau) article "The Bilingual Advantage in GCC Labour Markets" (April 2026) says that people who learn "Practical Arabic" in Kerala get jobs in the UAE retail sector that pay 18-22% more than people who only know basic English or Classical Arabic.

So, what should be done?

Bangladesh needs to bring its language education with economic realities. A comprehensive and coordinated policy response is required to bring education, labor, and migration stakeholders under a unified strategy.

First, adopt a dual-track Arabic language teaching model

In reality, Bangladesh needs both formal and dialectal Arabic language skills together.  By following dual track Arabic language learning system (Formal & Dialectal) from the primary & secondary school level, students can achieve the required language proficiency. That’s why, curriculum must gradually introduce the practical Arabic learning focusing on listening and speaking skills. This will help the dropout students who migrate early in middle east job market to easily adopt the dialectal language of the Arabic speaking countries. Also specialized modules should be developed for major destination countries, based on commonly used vocabulary, workplace expressions, and cultural norms. This targeted approach would decrease the adjustment period for migrant workers and improve their confidence upon arrival.

Second, integrate Arabic language training into technical and vocational education

At present, Technical Training Centers (TTCs) focus heavily on trade skills, such as construction, electrical work, and caregiving ignoring language preparation. This gap significantly reduces the effectiveness of otherwise skilled workers. Practical Arabic language modules (trade wise) should be made mandatory on vocational training.

Third, reform teacher training and institutional capacity

At present, most Arabic teachers in Bangladesh are trained in classical or religious Arabic. They have very limited exposure to communicative teaching methods or dialectal variations. Ministry of education may introduce specialized training programs for Arabic instructors in spoken language pedagogy in partnership with universities and international institutions.

Fourth, use digital technology for mass accessibility

Traditional classroom learning is not enough for everyone to access lessons easily. Mobile applications, online courses, and interactive platforms can play a transformative role. These tools can provide flexible, low-cost learning opportunities for rural youth and potential migrants who don’t have access to formal training centers. Public-private partnerships can develop these platforms easily. 

Fifth, link language training with migration policy

Language proficiency should be recognized as a strategic asset in the overseas job process. For example, who complete certified practical Arabic language courses could be given priority in overseas employment opportunities or offered financial incentives, such as reduced migration costs or access to better contracts. Recruitment agencies and government bodies may ensure practical language training becomes an integral part of the migration policy, rather than an optional add-on.

Finally, coordination among key institutions