📖 ABSTRACT/OVERVIEW
The overwhelming majority of Arabic language textbooks used in Nigerian schools and universities are produced in the Arab world and reflect Arab cultural norms, social contexts, and discourse conventions that are frequently remote from the lived realities of Nigerian Arabic learners, contributing to motivational disengagement and limiting the cultural resonance of Arabic language instruction for Nigerian students. This study develops and validates an original corpus-informed framework for culturally responsive Arabic language textbook development for Nigerian educational contexts, making theoretical contributions to both Arabic materials development research and culturally responsive pedagogy theory. Combining corpus linguistics methodology with needs analysis, learner perspective research, and cultural appropriateness evaluation, the research constructs a 2-million-word Nigerian Arabic Language Use Corpus drawn from Nigerian Islamic texts, Arabic journalistic writing about Nigeria, Nigerian students' Arabic production, and Nigerian-relevant Arabic discourse contexts. Corpus-informed pedagogical principles derived from frequency, collocation, genre, and cultural content analysis of the corpus are used to design prototype textbook units for secondary and tertiary levels, which are subjected to expert review by 15 Arabic educators and piloted with 200 learners across four institutions in the North West, South West, North East, and South South. Learner response data, teacher usability assessments, and pre-post proficiency comparisons inform the validation of the framework. Keywords: Arabic textbook development, corpus linguistics, culturally responsive pedagogy, Nigerian context, materials development.
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