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The current political and economic weight must be accompanied by cultural and linguistic movements that elevate the Arabic language to its rightful status. These movements should reflect our ambitions and cultural transformations while contributing to the dissemination of our historical, political and cultural narratives.

There is no question regarding the international status of Arabic; it is spoken as a mother tongue in many nations across different continents. However, the pressing questions remain: How could policymakers see the Arabic language’s potential to become a global language? Why don’t we become active agents of cultural dissemination through language?

Whether in New York or Madrid, it seems that we are not actively representing ourselves, culturally speaking. During my time teaching Arabic in the US, I noticed that the curricula, developed by Americans, barely referenced the diverse cultures of the Arabian Peninsula.

The scene in Madrid, and indeed throughout the Iberian Peninsula, is equally concerning. The leading institution for teaching Arabic in Madrid, Casa Arabe — run by the Spanish government — seems detached from its Arabian roots. At one of its biggest events, for instance, attendees were served tapas instead of traditional Arabic food.

Spain promotes its image through Cervantes Instituto, which teaches Spanish language and culture globally, including in the Arab countries. Similarly, France employs the Alliance Française, and Britain uses the British Council. Such strategic policies should serve as a model for Arabic language promotion. Efforts to uplift Arabic influence and status exist, but they are scattered and lack the institutional support necessary on a global scale.

One proposed solution is to establish a worldwide Arabic teaching institute with a comprehensive curriculum that fairly covers the diversity of Arabic culture. This institute could play a critical role in promoting the Arabic language and culture at a global level. It must also be prepared to meet the challenges of modern global education and foster multilevel cooperation with foreign educational establishments, while embracing the diverse and evolving culture of the Arab world.

This institute can build partnerships with multiple agencies, such as the Ministry of Culture, Ministry of Foreign Affairs and Ministry of Tourism, and articulate cultural actions that enhance the image of the Arab region and boost the presence, diversity and complexity of Arabic culture. This includes the creation of strategic and stable alliances with private sectors that can provide the leading Arabic language institute with economic resources and increase its visibility.

Importantly, the efforts should close the gap in developing a unified global test for assessing student proficiency in Arabic instead of relying on local organizations, e.g. Teaching Arabic As a Foreign Language (known as TAFL) or the Arabic Language Proficiency Test, or European standards, such as the French Certificat International de Matrise en Arabe (CIMA) for measuring proficiency in our own language.

Furthermore, agents promoting the globalization of Arabic should identify geostrategic sites that focus on two main audiences — the Arab diaspora and non-Arabs. Current policies seem to underestimate the influence of the diaspora and their contributions to the promotion of Arabic.

Arab diaspora communities in Europe, North America and South America have a global impact through their participation in social media platforms and their active involvement in pop culture. We can encourage them to learn the language, which in turn will facilitate its spread. It is disheartening to see that some members of the diaspora are unable to speak Arabic due to a lack of schools abroad and reliable online materials. Therefore, we should reconsider the roles of the Arab diaspora and invest in teaching them Arabic.

The rise of globalization has facilitated cultural globalization, spreading through mass technological communications and leading to the perception of viewing global languages as assets that generate both economic value and political influence. Language should be recognized as an economic asset; promoting linguistic tourism within the region could offer economic benefits.

Additionally, agents of the Arabic teaching sector can leverage digital learning platforms and online materials. We must update resources to meet the needs of contemporary global society, making them relatable to a wider audience and not focusing only on religious contexts in teaching Arabic. Collaboration with Arabic-speaking countries that have developed cultural industries, such as Egypt, Jordan and ¶¶Òõ¶ÌÊÓƵ, is also crucial. These collaborations can target mass technology communication and engage with pop culture platforms to promote the Arabic language and culture.

In this context, cultural diplomacy is essential — embracing and promoting the diverse cultural outputs of the Arab world will enhance our global standing. We cannot forget participating in cultural and art festivals and national book fairs that can elevate the profile of Arabic culture and assist in broadening its narratives.

To actively engage in the Arabic teaching sector is not only soft diplomacy, but also frames a narrative that reflects who we truly are and reclaim our narrative (not to control it) through a cultural dialogue. Such a dialogue allows us to start owning our stories and challenge these external narratives, thereby fostering a more nuanced understanding of Arab culture and redirecting attention back to a region that deserves recognition.

Reclaiming the Arabic narrative and supporting the Arabic language’s global status require a holistic approach centered around education, cultural representation, collaborations with public and private sectors, strategic alliances and economic opportunities.

By implementing these policies to promote Arabic, we can build deeper cultural connections with other nations and enhance our global standing, and Arabic-speaking communities can enrich the world and construct a narrative that reflects our culture.

• Mohammed Alotaibi is a literary and cultural critic with a strong interest in international affairs and conflict resolution. He has taught as an adjunct professor in the US, where he earned his Ph.D. in literary studies.