Teaching Strategies in Light of Multiple Intelligences Theory in Teaching Arabic as A Foreign Language Through the Prophetic Biography and Military Expeditions

This study examines the effectiveness of teaching strategies grounded in the Theory of Multiple Intelligences (MI) in teaching Arabic as a foreign language, using the Prophetic Biography and the Prophet’s military expeditions as rich pedagogical resources encompassing linguistic, cultural, and ethical dimensions. The study employs the descriptive–analytical method to analyze the theoretical foundations of MI, its relationship to language-teaching strategies, and practical approaches to integrating it into instructional design for learners of Arabic as a foreign language. The findings show that combining MI-based strategies with content drawn from the Prophetic Biography improves learner motivation, enhances linguistic and communicative skills, and deepens cultural and ethical understanding. The study recommends developing integrated instructional units grounded in MI theory that account for individual differences and make use of Prophetic situations as models that combine language, values, and authentic communication.

teaching strategies; multiple intelligences; Arabic as a foreign language; non-native speakers; Prophetic Biography; prophetic expeditions.

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